[{"has_accepted_license":"1","place":"Münster","year":"2020","citation":{"apa":"Drossel, K., Heldt, M., &#38; Eickelmann, B. (2020). Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, &#38; D. Schmeinck (Eds.), <i>Bildung, Schule und Digitalisierung</i> (pp. 45–50). Waxmann.","short":"K. Drossel, M. Heldt, B. Eickelmann, in: K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, D. Schmeinck (Eds.), Bildung, Schule und Digitalisierung, Waxmann, Münster, 2020, pp. 45–50.","bibtex":"@inbook{Drossel_Heldt_Eickelmann_2020, place={Münster}, title={Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation}, booktitle={Bildung, Schule und Digitalisierung}, publisher={Waxmann}, author={Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}, editor={Kaspar, Kai and Becker-Mrotzek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}, year={2020}, pages={45–50} }","mla":"Drossel, Kerstin, et al. “Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation.” <i>Bildung, Schule und Digitalisierung</i>, edited by Kai Kaspar et al., Waxmann, 2020, pp. 45–50.","ama":"Drossel K, Heldt M, Eickelmann B. Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation. In: Kaspar K, Becker-Mrotzek M, Hofhues S, König J, Schmeinck D, eds. <i>Bildung, Schule und Digitalisierung</i>. Waxmann; 2020:45-50.","ieee":"K. Drossel, M. Heldt, and B. Eickelmann, “Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation,” in <i>Bildung, Schule und Digitalisierung</i>, K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, and D. Schmeinck, Eds. Münster: Waxmann, 2020, pp. 45–50.","chicago":"Drossel, Kerstin, Melanie Heldt, and Birgit Eickelmann. “Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation.” In <i>Bildung, Schule und Digitalisierung</i>, edited by Kai Kaspar, Michael Becker-Mrotzek, Sandra Hofhues, Johannes König, and Daniela Schmeinck, 45–50. Münster: Waxmann, 2020."},"page":"45-50","date_updated":"2022-01-06T06:57:46Z","publisher":"Waxmann","date_created":"2021-11-25T13:36:57Z","author":[{"last_name":"Drossel","id":"48921","full_name":"Drossel, Kerstin","first_name":"Kerstin"},{"first_name":"Melanie","full_name":"Heldt, Melanie","last_name":"Heldt"},{"last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387","first_name":"Birgit"}],"title":"Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation","type":"book_chapter","publication":"Bildung, Schule und Digitalisierung","editor":[{"last_name":"Kaspar","full_name":"Kaspar, Kai","first_name":"Kai"},{"full_name":"Becker-Mrotzek, Michael","last_name":"Becker-Mrotzek","first_name":"Michael"},{"full_name":"Hofhues, Sandra","last_name":"Hofhues","first_name":"Sandra"},{"full_name":"König, Johannes","last_name":"König","first_name":"Johannes"},{"first_name":"Daniela","last_name":"Schmeinck","full_name":"Schmeinck, Daniela"}],"file":[{"file_size":12410955,"file_id":"27830","access_level":"closed","file_name":"4246Volltext.pdf","date_updated":"2021-11-25T13:36:32Z","date_created":"2021-11-25T13:36:32Z","creator":"sschall","success":1,"relation":"main_file","content_type":"application/pdf"}],"status":"public","_id":"27829","user_id":"50923","department":[{"_id":"462"}],"ddc":["370"],"language":[{"iso":"ger"}],"file_date_updated":"2021-11-25T13:36:32Z"},{"citation":{"chicago":"Eickelmann, Birgit, Kerstin Drossel, and Melanie Heldt. <i>Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland</i>. Berlin/Düsseldorf: Vodafone Stiftung, 2020.","ieee":"B. Eickelmann, K. Drossel, and M. Heldt, <i>Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland</i>. Berlin/Düsseldorf: Vodafone Stiftung, 2020.","ama":"Eickelmann B, Drossel K, Heldt M. <i>Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland</i>. Vodafone Stiftung; 2020.","apa":"Eickelmann, B., Drossel, K., &#38; Heldt, M. (2020). <i>Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland</i>. Vodafone Stiftung.","bibtex":"@book{Eickelmann_Drossel_Heldt_2020, place={Berlin/Düsseldorf}, title={Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. 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Eine repräsentative Befragung von Lehrkräften in Deutschland, Vodafone Stiftung, Berlin/Düsseldorf, 2020."},"place":"Berlin/Düsseldorf","year":"2020","author":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"},{"first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel"},{"first_name":"Melanie","full_name":"Heldt, Melanie","last_name":"Heldt"}],"date_created":"2021-11-25T13:41:37Z","date_updated":"2022-01-06T06:57:46Z","publisher":"Vodafone Stiftung","main_file_link":[{"url":"https://www.vodafone-stiftung.de/umfrage-coronakrise-lehrer/"}],"title":"Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland","type":"book","status":"public","department":[{"_id":"462"}],"user_id":"50923","_id":"27832","language":[{"iso":"ger"}]},{"title":"Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung","volume":51,"author":[{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"},{"last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921","first_name":"Kerstin"},{"last_name":"Heldt","full_name":"Heldt, Melanie","first_name":"Melanie"}],"date_created":"2021-11-25T13:44:20Z","date_updated":"2022-01-06T06:57:46Z","intvolume":"        51","page":"28-31","citation":{"apa":"Eickelmann, B., Drossel, K., &#38; Heldt, M. (2020). Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung. <i>Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung</i>, <i>51</i>(3), 28–31.","bibtex":"@article{Eickelmann_Drossel_Heldt_2020, title={Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung}, volume={51}, number={3}, journal={Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung}, author={Eickelmann, Birgit and Drossel, Kerstin and Heldt, Melanie}, year={2020}, pages={28–31} }","short":"B. Eickelmann, K. Drossel, M. Heldt, Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung 51 (2020) 28–31.","mla":"Eickelmann, Birgit, et al. “Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung.” <i>Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung</i>, vol. 51, no. 3, 2020, pp. 28–31.","ama":"Eickelmann B, Drossel K, Heldt M. Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung. <i>Schulmanagement Fachzeitschrift für Schul- und Unterrichtsentwicklung</i>. 2020;51(3):28-31.","chicago":"Eickelmann, Birgit, Kerstin Drossel, and Melanie Heldt. “Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung.” <i>Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung</i> 51, no. 3 (2020): 28–31.","ieee":"B. Eickelmann, K. Drossel, and M. Heldt, “Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung,” <i>Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung</i>, vol. 51, no. 3, pp. 28–31, 2020."},"year":"2020","issue":"3","language":[{"iso":"ger"}],"department":[{"_id":"462"}],"user_id":"50923","_id":"27833","status":"public","publication":"Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung","type":"journal_article"},{"page":"11-14","citation":{"ieee":"K. Drossel and M. Heldt, “Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte,” <i>Schulmagazin 5-10</i>, pp. 11–14, 2020.","chicago":"Drossel, Kerstin, and Melanie Heldt. “Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte.” <i>Schulmagazin 5-10</i>, 2020, 11–14.","ama":"Drossel K, Heldt M. Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte. <i>Schulmagazin 5-10</i>. Published online 2020:11-14.","bibtex":"@article{Drossel_Heldt_2020, title={Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte}, journal={Schulmagazin 5-10}, author={Drossel, Kerstin and Heldt, Melanie}, year={2020}, pages={11–14} }","short":"K. Drossel, M. Heldt, Schulmagazin 5-10 (2020) 11–14.","mla":"Drossel, Kerstin, and Melanie Heldt. “Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte.” <i>Schulmagazin 5-10</i>, 2020, pp. 11–14.","apa":"Drossel, K., &#38; Heldt, M. (2020). Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte. <i>Schulmagazin 5-10</i>, 11–14."},"year":"2020","author":[{"last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921","first_name":"Kerstin"},{"first_name":"Melanie","full_name":"Heldt, Melanie","last_name":"Heldt"}],"date_created":"2021-11-25T13:46:39Z","date_updated":"2022-01-06T06:57:46Z","title":"Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte","publication":"Schulmagazin 5-10","type":"journal_article","status":"public","department":[{"_id":"462"}],"user_id":"50923","_id":"27834","language":[{"iso":"ger"}]},{"language":[{"iso":"ger"}],"department":[{"_id":"462"}],"user_id":"50923","_id":"27835","status":"public","editor":[{"first_name":"Catharina I.","full_name":"Keßler, Catharina I.","last_name":"Keßler"},{"full_name":"Nolte, Sonja","last_name":"Nolte","first_name":"Sonja"}],"publication":"(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit","type":"book_chapter","title":"Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen","author":[{"first_name":"Kerstin","last_name":"Drossel","id":"48921","full_name":"Drossel, Kerstin"},{"first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387","last_name":"Eickelmann"}],"date_created":"2021-11-25T13:49:06Z","publisher":"Waxmann","date_updated":"2022-01-06T06:57:46Z","page":"181-197","citation":{"chicago":"Drossel, Kerstin, and Birgit Eickelmann. “Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen.” In <i>(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit</i>, edited by Catharina I. Keßler and Sonja Nolte, 181–97. Münster: Waxmann, 2020.","ieee":"K. Drossel and B. Eickelmann, “Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen,” in <i>(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit</i>, C. I. Keßler and S. Nolte, Eds. Münster: Waxmann, 2020, pp. 181–197.","ama":"Drossel K, Eickelmann B. Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen. In: Keßler CI, Nolte S, eds. <i>(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit</i>. Waxmann; 2020:181-197.","mla":"Drossel, Kerstin, and Birgit Eickelmann. “Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen.” <i>(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit</i>, edited by Catharina I. Keßler and Sonja Nolte, Waxmann, 2020, pp. 181–97.","short":"K. Drossel, B. Eickelmann, in: C.I. Keßler, S. Nolte (Eds.), (Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit, Waxmann, Münster, 2020, pp. 181–197.","bibtex":"@inbook{Drossel_Eickelmann_2020, place={Münster}, title={Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen}, booktitle={(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit}, publisher={Waxmann}, author={Drossel, Kerstin and Eickelmann, Birgit}, editor={Keßler, Catharina I. and Nolte, Sonja}, year={2020}, pages={181–197} }","apa":"Drossel, K., &#38; Eickelmann, B. (2020). Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen. In C. I. Keßler &#38; S. Nolte (Eds.), <i>(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit</i> (pp. 181–197). Waxmann."},"year":"2020","place":"Münster"},{"doi":"10.1186/s40536-020-00087-w","title":"Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain","date_created":"2021-11-25T13:49:55Z","author":[{"full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel","first_name":"Kerstin"},{"first_name":"Birgit","last_name":"Eickelmann","id":"40387","full_name":"Eickelmann, Birgit"},{"last_name":"Vennemann","full_name":"Vennemann, Mario","first_name":"Mario"}],"volume":8,"date_updated":"2022-01-06T06:57:46Z","citation":{"apa":"Drossel, K., Eickelmann, B., &#38; Vennemann, M. (2020). Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain. <i>Large-Scale Assessments in Education</i>, <i>8</i>, 1–19. <a href=\"https://doi.org/10.1186/s40536-020-00087-w\">https://doi.org/10.1186/s40536-020-00087-w</a>","mla":"Drossel, Kerstin, et al. “Schools Overcoming the Digital Divide: In Depth Analyses towards Organizational Resilience in the Computer and Information Literacy Domain.” <i>Large-Scale Assessments in Education</i>, vol. 8, 2020, pp. 1–19, doi:<a href=\"https://doi.org/10.1186/s40536-020-00087-w\">10.1186/s40536-020-00087-w</a>.","bibtex":"@article{Drossel_Eickelmann_Vennemann_2020, title={Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain}, volume={8}, DOI={<a href=\"https://doi.org/10.1186/s40536-020-00087-w\">10.1186/s40536-020-00087-w</a>}, journal={Large-scale Assessments in Education}, author={Drossel, Kerstin and Eickelmann, Birgit and Vennemann, Mario}, year={2020}, pages={1–19} }","short":"K. Drossel, B. Eickelmann, M. Vennemann, Large-Scale Assessments in Education 8 (2020) 1–19.","ieee":"K. Drossel, B. Eickelmann, and M. Vennemann, “Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain,” <i>Large-scale Assessments in Education</i>, vol. 8, pp. 1–19, 2020, doi: <a href=\"https://doi.org/10.1186/s40536-020-00087-w\">10.1186/s40536-020-00087-w</a>.","chicago":"Drossel, Kerstin, Birgit Eickelmann, and Mario Vennemann. “Schools Overcoming the Digital Divide: In Depth Analyses towards Organizational Resilience in the Computer and Information Literacy Domain.” <i>Large-Scale Assessments in Education</i> 8 (2020): 1–19. <a href=\"https://doi.org/10.1186/s40536-020-00087-w\">https://doi.org/10.1186/s40536-020-00087-w</a>.","ama":"Drossel K, Eickelmann B, Vennemann M. Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain. <i>Large-scale Assessments in Education</i>. 2020;8:1-19. doi:<a href=\"https://doi.org/10.1186/s40536-020-00087-w\">10.1186/s40536-020-00087-w</a>"},"intvolume":"         8","page":"1-19","year":"2020","publication_status":"published","publication_identifier":{"issn":["2196-0739"]},"language":[{"iso":"eng"}],"user_id":"50923","department":[{"_id":"462"}],"_id":"27837","status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:sec>\r\n<jats:title>Background</jats:title>\r\n<jats:p>The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students’ digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics.</jats:p>\r\n</jats:sec><jats:sec>\r\n<jats:title>Methods</jats:title>\r\n<jats:p>As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students’ achievement measures (plausible values) and their background information regarding their families’ socio-economic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research.</jats:p>\r\n</jats:sec><jats:sec>\r\n<jats:title>Results</jats:title>\r\n<jats:p>About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors.</jats:p>\r\n</jats:sec><jats:sec>\r\n<jats:title>Conclusions</jats:title>\r\n<jats:p>The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries.</jats:p>\r\n</jats:sec>"}],"type":"journal_article","publication":"Large-scale Assessments in Education"},{"place":"Münster","year":"2020","citation":{"mla":"Vennemann, Mario, et al. “Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern.” <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, edited by Birgit Eickelmann et al., Waxmann, 2020, pp. 235–48.","short":"M. Vennemann, K. Drossel, B. Eickelmann, in: B. Eickelmann, A. Labusch, K. Drossel, M. Vennemann (Eds.), ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich, Waxmann, Münster, 2020, pp. 235–248.","bibtex":"@inbook{Vennemann_Drossel_Eickelmann_2020, place={Münster}, title={Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern}, booktitle={ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}, publisher={Waxmann}, author={Vennemann, Mario and Drossel, Kerstin and Eickelmann, Birgit}, editor={Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}, year={2020}, pages={235–248} }","apa":"Vennemann, M., Drossel, K., &#38; Eickelmann, B. (2020). Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern. In B. Eickelmann, A. Labusch, K. Drossel, &#38; M. Vennemann (Eds.), <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i> (pp. 235–248). Waxmann.","ama":"Vennemann M, Drossel K, Eickelmann B. Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern. In: Eickelmann B, Labusch A, Drossel K, Vennemann M, eds. <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>. Waxmann; 2020:235-248.","chicago":"Vennemann, Mario, Kerstin Drossel, and Birgit Eickelmann. “Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern.” In <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, edited by Birgit Eickelmann, Amelie Labusch, Kerstin Drossel, and Mario Vennemann, 235–48. Münster: Waxmann, 2020.","ieee":"M. Vennemann, K. Drossel, and B. Eickelmann, “Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern,” in <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, B. Eickelmann, A. Labusch, K. Drossel, and M. Vennemann, Eds. Münster: Waxmann, 2020, pp. 235–248."},"page":"235-248","title":"Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern","date_updated":"2022-01-06T06:57:46Z","publisher":"Waxmann","date_created":"2021-11-25T14:13:16Z","author":[{"last_name":"Vennemann","full_name":"Vennemann, Mario","first_name":"Mario"},{"first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel"},{"full_name":"Eickelmann, Birgit","id":"40387","last_name":"Eickelmann","first_name":"Birgit"}],"editor":[{"last_name":"Eickelmann","full_name":"Eickelmann, Birgit","first_name":"Birgit"},{"first_name":"Amelie","last_name":"Labusch","full_name":"Labusch, Amelie"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin"},{"full_name":"Vennemann, Mario","last_name":"Vennemann","first_name":"Mario"}],"status":"public","type":"book_chapter","publication":"ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich","language":[{"iso":"ger"}],"_id":"27840","user_id":"50923","department":[{"_id":"462"}]},{"status":"public","editor":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"first_name":"Amelie","full_name":"Labusch, Amelie","last_name":"Labusch"},{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin"},{"full_name":"Vennemann, Mario","last_name":"Vennemann","first_name":"Mario"}],"type":"book_chapter","publication":"ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich","language":[{"iso":"ger"}],"user_id":"50923","department":[{"_id":"462"}],"_id":"27850","citation":{"mla":"Eickelmann, Birgit, et al. “Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien.” <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, edited by Birgit Eickelmann et al., Waxmann, 2020, pp. 123–36.","bibtex":"@inbook{Eickelmann_Drossel_Gerick_2020, place={Münster}, title={Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien}, booktitle={ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}, publisher={Waxmann}, author={Eickelmann, Birgit and Drossel, Kerstin and Gerick, Julia}, editor={Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}, year={2020}, pages={123–136} }","short":"B. Eickelmann, K. Drossel, J. Gerick, in: B. Eickelmann, A. Labusch, K. Drossel, M. Vennemann (Eds.), ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich, Waxmann, Münster, 2020, pp. 123–136.","apa":"Eickelmann, B., Drossel, K., &#38; Gerick, J. (2020). Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien. In B. Eickelmann, A. Labusch, K. Drossel, &#38; M. Vennemann (Eds.), <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i> (pp. 123–136). Waxmann.","ama":"Eickelmann B, Drossel K, Gerick J. Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien. In: Eickelmann B, Labusch A, Drossel K, Vennemann M, eds. <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>. Waxmann; 2020:123-136.","ieee":"B. Eickelmann, K. Drossel, and J. Gerick, “Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien,” in <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, B. Eickelmann, A. Labusch, K. Drossel, and M. Vennemann, Eds. Münster: Waxmann, 2020, pp. 123–136.","chicago":"Eickelmann, Birgit, Kerstin Drossel, and Julia Gerick. “Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien.” In <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, edited by Birgit Eickelmann, Amelie Labusch, Kerstin Drossel, and Mario Vennemann, 123–36. Münster: Waxmann, 2020."},"page":"123-136","year":"2020","place":"Münster","title":"Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien","date_created":"2021-11-25T15:05:39Z","author":[{"first_name":"Birgit","id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"first_name":"Julia","full_name":"Gerick, Julia","last_name":"Gerick"}],"publisher":"Waxmann","date_updated":"2022-01-06T06:57:47Z"},{"citation":{"ieee":"M. Heldt, K. Drossel, and B. Eickelmann, “Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland,” <i>Schulmanagement-Handbuch</i>, vol. 175, no. 3, pp. 19–37, 2020.","chicago":"Heldt, Melanie, Kerstin Drossel, and Birgit Eickelmann. “Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland.” <i>Schulmanagement-Handbuch</i> 175, no. 3 (2020): 19–37.","ama":"Heldt M, Drossel K, Eickelmann B. Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland. <i>Schulmanagement-Handbuch</i>. 2020;175(3):19-37.","mla":"Heldt, Melanie, et al. “Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland.” <i>Schulmanagement-Handbuch</i>, vol. 175, no. 3, 2020, pp. 19–37.","bibtex":"@article{Heldt_Drossel_Eickelmann_2020, title={Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland}, volume={175}, number={3}, journal={Schulmanagement-Handbuch}, author={Heldt, Melanie and Drossel, Kerstin and Eickelmann, Birgit}, year={2020}, pages={19–37} }","short":"M. Heldt, K. Drossel, B. Eickelmann, Schulmanagement-Handbuch 175 (2020) 19–37.","apa":"Heldt, M., Drossel, K., &#38; Eickelmann, B. (2020). Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland. <i>Schulmanagement-Handbuch</i>, <i>175</i>(3), 19–37."},"intvolume":"       175","page":"19-37","year":"2020","issue":"3","title":"Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland","author":[{"first_name":"Melanie","full_name":"Heldt, Melanie","last_name":"Heldt"},{"full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel","first_name":"Kerstin"},{"last_name":"Eickelmann","id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit"}],"date_created":"2021-11-25T15:34:59Z","volume":175,"date_updated":"2022-01-06T06:57:47Z","status":"public","type":"journal_article","publication":"Schulmanagement-Handbuch","language":[{"iso":"ger"}],"user_id":"50923","department":[{"_id":"462"}],"_id":"27859"},{"year":"2020","place":"Québec City, Canada","page":"70-75","citation":{"chicago":"Tondeur, Jo, Dominik Petko, Sylvie Barma, Rhonda Christensen, Kerstin Drossel, Koos Eichhorn, Gerald Knezek, et al. “Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers.” In <i>Report of EDUsummIT 2019. Learners and Learning Contexts: New Alignments for the Digital Age</i>, edited by Petra Fisser and Michael Phillips, 70–75. Québec City, Canada: EDUsummIT, 2020.","ieee":"J. Tondeur <i>et al.</i>, “Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers,” in <i>Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age</i>, P. Fisser and M. Phillips, Eds. Québec City, Canada: EDUsummIT, 2020, pp. 70–75.","ama":"Tondeur J, Petko D, Barma S, et al. Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers. In: Fisser P, Phillips M, eds. <i>Report of EDUsummIT 2019. Learners and Learning Contexts: New Alignments for the Digital Age</i>. EDUsummIT; 2020:70-75.","apa":"Tondeur, J., Petko, D., Barma, S., Christensen, R., Drossel, K., Eichhorn, K., Knezek, G., Mukama, E., Schmidt-Crawford, D., Starkey, L., &#38; Thabano Nleya, P. (2020). Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers. In P. Fisser &#38; M. Phillips (Eds.), <i>Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age</i> (pp. 70–75). EDUsummIT.","mla":"Tondeur, Jo, et al. “Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers.” <i>Report of EDUsummIT 2019. Learners and Learning Contexts: New Alignments for the Digital Age</i>, edited by Petra Fisser and Michael Phillips, EDUsummIT, 2020, pp. 70–75.","short":"J. Tondeur, D. Petko, S. Barma, R. Christensen, K. Drossel, K. Eichhorn, G. Knezek, E. Mukama, D. Schmidt-Crawford, L. Starkey, P. Thabano Nleya, in: P. Fisser, M. Phillips (Eds.), Report of EDUsummIT 2019. Learners and Learning Contexts: New Alignments for the Digital Age, EDUsummIT, Québec City, Canada, 2020, pp. 70–75.","bibtex":"@inbook{Tondeur_Petko_Barma_Christensen_Drossel_Eichhorn_Knezek_Mukama_Schmidt-Crawford_Starkey_et al._2020, place={Québec City, Canada}, title={Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers}, booktitle={Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age}, publisher={EDUsummIT}, author={Tondeur, Jo and Petko, Dominik and Barma, Sylvie and Christensen, Rhonda and Drossel, Kerstin and Eichhorn, Koos and Knezek, Gerald and Mukama, Evode and Schmidt-Crawford, Denise and Starkey, Louise and et al.}, editor={Fisser, Petra and Phillips, Michael}, year={2020}, pages={70–75} }"},"title":"Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers","main_file_link":[{"url":"edusummit2019.fse.ulaval.ca/files/edusummit2019_ebook.pdf"}],"date_updated":"2022-01-06T06:57:47Z","publisher":"EDUsummIT","author":[{"last_name":"Tondeur","full_name":"Tondeur, Jo","first_name":"Jo"},{"last_name":"Petko","full_name":"Petko, Dominik","first_name":"Dominik"},{"first_name":"Sylvie","full_name":"Barma, Sylvie","last_name":"Barma"},{"first_name":"Rhonda","last_name":"Christensen","full_name":"Christensen, Rhonda"},{"last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921","first_name":"Kerstin"},{"full_name":"Eichhorn, Koos","last_name":"Eichhorn","first_name":"Koos"},{"first_name":"Gerald","full_name":"Knezek, Gerald","last_name":"Knezek"},{"first_name":"Evode","full_name":"Mukama, Evode","last_name":"Mukama"},{"first_name":"Denise","full_name":"Schmidt-Crawford, Denise","last_name":"Schmidt-Crawford"},{"first_name":"Louise","full_name":"Starkey, Louise","last_name":"Starkey"},{"first_name":"Paul","last_name":"Thabano Nleya","full_name":"Thabano Nleya, Paul"}],"date_created":"2021-11-25T15:43:34Z","editor":[{"first_name":"Petra","full_name":"Fisser, Petra","last_name":"Fisser"},{"last_name":"Phillips","full_name":"Phillips, Michael","first_name":"Michael"}],"status":"public","publication":"Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age","type":"book_chapter","language":[{"iso":"eng"}],"_id":"27860","department":[{"_id":"462"}],"user_id":"50923"},{"publication":"Bildung, Schule und Digitalisierung","type":"book_chapter","editor":[{"first_name":"Kai","last_name":"Kaspar","full_name":"Kaspar, Kai"},{"first_name":"Michael","full_name":"Becker-Mrozek, Michael","last_name":"Becker-Mrozek"},{"last_name":"Hofhues","full_name":"Hofhues, Sandra","first_name":"Sandra"},{"first_name":"Johannes","full_name":"König, Johannes","last_name":"König"},{"last_name":"Schmeinck","full_name":"Schmeinck, Daniela","first_name":"Daniela"}],"status":"public","_id":"27863","department":[{"_id":"462"}],"user_id":"50923","language":[{"iso":"ger"}],"year":"2020","place":"Münster","page":"45-50","citation":{"apa":"Drossel, K., Heldt, M., &#38; Eickelmann, B. (2020). Lehrer*innenbildung durch medienbezogene Kooperation. In K. Kaspar, M. Becker-Mrozek, S. Hofhues, J. König, &#38; D. Schmeinck (Eds.), <i>Bildung, Schule und Digitalisierung</i> (pp. 45–50). Waxmann.","bibtex":"@inbook{Drossel_Heldt_Eickelmann_2020, place={Münster}, title={Lehrer*innenbildung durch medienbezogene Kooperation}, booktitle={Bildung, Schule und Digitalisierung}, publisher={Waxmann}, author={Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}, editor={Kaspar, Kai and Becker-Mrozek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}, year={2020}, pages={45–50} }","short":"K. Drossel, M. Heldt, B. Eickelmann, in: K. Kaspar, M. Becker-Mrozek, S. Hofhues, J. König, D. Schmeinck (Eds.), Bildung, Schule und Digitalisierung, Waxmann, Münster, 2020, pp. 45–50.","mla":"Drossel, Kerstin, et al. “Lehrer*innenbildung durch medienbezogene Kooperation.” <i>Bildung, Schule und Digitalisierung</i>, edited by Kai Kaspar et al., Waxmann, 2020, pp. 45–50.","ieee":"K. Drossel, M. Heldt, and B. Eickelmann, “Lehrer*innenbildung durch medienbezogene Kooperation,” in <i>Bildung, Schule und Digitalisierung</i>, K. Kaspar, M. Becker-Mrozek, S. Hofhues, J. König, and D. Schmeinck, Eds. Münster: Waxmann, 2020, pp. 45–50.","chicago":"Drossel, Kerstin, Melanie Heldt, and Birgit Eickelmann. “Lehrer*innenbildung durch medienbezogene Kooperation.” In <i>Bildung, Schule und Digitalisierung</i>, edited by Kai Kaspar, Michael Becker-Mrozek, Sandra Hofhues, Johannes König, and Daniela Schmeinck, 45–50. Münster: Waxmann, 2020.","ama":"Drossel K, Heldt M, Eickelmann B. Lehrer*innenbildung durch medienbezogene Kooperation. In: Kaspar K, Becker-Mrozek M, Hofhues S, König J, Schmeinck D, eds. <i>Bildung, Schule und Digitalisierung</i>. Waxmann; 2020:45-50."},"publisher":"Waxmann","date_updated":"2022-01-06T06:57:47Z","author":[{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"first_name":"Melanie","last_name":"Heldt","full_name":"Heldt, Melanie"},{"first_name":"Birgit","full_name":"Eickelmann, Birgit","last_name":"Eickelmann"}],"date_created":"2021-11-25T15:53:58Z","title":"Lehrer*innenbildung durch medienbezogene Kooperation"},{"volume":8,"date_created":"2021-11-25T15:54:31Z","author":[{"last_name":"Heldt","full_name":"Heldt, Melanie","first_name":"Melanie"},{"last_name":"Massek","full_name":"Massek, Corinna","first_name":"Corinna"},{"full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel","first_name":"Kerstin"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"}],"date_updated":"2022-01-06T06:57:47Z","doi":"10.1186/s40536-020-00090-1","title":"The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data","publication_identifier":{"issn":["2196-0739"]},"publication_status":"published","intvolume":"         8","page":"1-20","citation":{"ieee":"M. Heldt, C. Massek, K. Drossel, and B. Eickelmann, “The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data,” <i>Large-scale Assessments in Education</i>, vol. 8, pp. 1–20, 2020, doi: <a href=\"https://doi.org/10.1186/s40536-020-00090-1\">10.1186/s40536-020-00090-1</a>.","chicago":"Heldt, Melanie, Corinna Massek, Kerstin Drossel, and Birgit Eickelmann. “The Relationship between Differences in Students’ Computer and Information Literacy and Response Times: An Analysis of IEA-ICILS Data.” <i>Large-Scale Assessments in Education</i> 8 (2020): 1–20. <a href=\"https://doi.org/10.1186/s40536-020-00090-1\">https://doi.org/10.1186/s40536-020-00090-1</a>.","ama":"Heldt M, Massek C, Drossel K, Eickelmann B. The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data. <i>Large-scale Assessments in Education</i>. 2020;8:1-20. doi:<a href=\"https://doi.org/10.1186/s40536-020-00090-1\">10.1186/s40536-020-00090-1</a>","short":"M. Heldt, C. Massek, K. Drossel, B. Eickelmann, Large-Scale Assessments in Education 8 (2020) 1–20.","mla":"Heldt, Melanie, et al. “The Relationship between Differences in Students’ Computer and Information Literacy and Response Times: An Analysis of IEA-ICILS Data.” <i>Large-Scale Assessments in Education</i>, vol. 8, 2020, pp. 1–20, doi:<a href=\"https://doi.org/10.1186/s40536-020-00090-1\">10.1186/s40536-020-00090-1</a>.","bibtex":"@article{Heldt_Massek_Drossel_Eickelmann_2020, title={The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}, volume={8}, DOI={<a href=\"https://doi.org/10.1186/s40536-020-00090-1\">10.1186/s40536-020-00090-1</a>}, journal={Large-scale Assessments in Education}, author={Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}, year={2020}, pages={1–20} }","apa":"Heldt, M., Massek, C., Drossel, K., &#38; Eickelmann, B. (2020). The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data. <i>Large-Scale Assessments in Education</i>, <i>8</i>, 1–20. <a href=\"https://doi.org/10.1186/s40536-020-00090-1\">https://doi.org/10.1186/s40536-020-00090-1</a>"},"year":"2020","department":[{"_id":"462"}],"user_id":"50923","_id":"27864","language":[{"iso":"eng"}],"publication":"Large-scale Assessments in Education","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:sec>\r\n                <jats:title>Background</jats:title>\r\n                <jats:p>Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. &amp; Duckworth, D. (2019). <jats:italic>Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report.</jats:italic> Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" ext-link-type=\"uri\" xlink:href=\"https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf\">https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf</jats:ext-link>). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background).</jats:p>\r\n              </jats:sec><jats:sec>\r\n                <jats:title>Methods</jats:title>\r\n                <jats:p>First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson &amp; M. Kaptein (Eds.), <jats:italic>Modern Statistical Methods for HCI</jats:italic> (pp. 275–287). Switzerland: Springer. <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" ext-link-type=\"doi\" xlink:href=\"https://doi.org/10.1007/978-3-319-26633-6\">10.1007/978-3-319-26633-6</jats:ext-link>) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used.</jats:p>\r\n              </jats:sec><jats:sec>\r\n                <jats:title>Results</jats:title>\r\n                <jats:p>The results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous.</jats:p>\r\n              </jats:sec><jats:sec>\r\n                <jats:title>Conclusions</jats:title>\r\n                <jats:p>The results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing.</jats:p>\r\n              </jats:sec>"}]},{"title":"Schulschließungen und Perspektiven für die Pandemie-Zeit","date_updated":"2022-01-06T06:57:47Z","volume":29,"date_created":"2021-11-25T15:57:20Z","author":[{"full_name":"Eickelmann, Birgit","id":"40387","last_name":"Eickelmann","first_name":"Birgit"},{"first_name":"Kerstin","last_name":"Drossel","id":"48921","full_name":"Drossel, Kerstin"}],"year":"2020","intvolume":"        29","page":"328-331","citation":{"mla":"Eickelmann, Birgit, and Kerstin Drossel. “Schulschließungen und Perspektiven für die Pandemie-Zeit.” <i>SchulVerwaltung Baden-Württemberg</i>, vol. 29, no. 12, 2020, pp. 328–31.","short":"B. Eickelmann, K. Drossel, SchulVerwaltung Baden-Württemberg 29 (2020) 328–331.","bibtex":"@article{Eickelmann_Drossel_2020, title={Schulschließungen und Perspektiven für die Pandemie-Zeit}, volume={29}, number={12}, journal={SchulVerwaltung Baden-Württemberg}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2020}, pages={328–331} }","apa":"Eickelmann, B., &#38; Drossel, K. (2020). Schulschließungen und Perspektiven für die Pandemie-Zeit. <i>SchulVerwaltung Baden-Württemberg</i>, <i>29</i>(12), 328–331.","ama":"Eickelmann B, Drossel K. Schulschließungen und Perspektiven für die Pandemie-Zeit. <i>SchulVerwaltung Baden-Württemberg</i>. 2020;29(12):328-331.","ieee":"B. Eickelmann and K. 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Kaunas, Litauen: Springer. <a href=\"https://doi.org/10.1007/978-3-030-59506-7_30\">https://doi.org/10.1007/978-3-030-59506-7_30</a>","bibtex":"@inbook{Bäumer_Kersting_Buff_Geierhos_2020, series={Communications in Computer and Information Science}, title={Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging}, volume={1283}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-59506-7_30\">https://doi.org/10.1007/978-3-030-59506-7_30</a>}, booktitle={Information and Software Technologies}, publisher={Springer}, author={Bäumer, Frederik Simon and Kersting, Joschka and Buff, Bianca and Geierhos, Michaela}, editor={Audrius, Lopata and Rita, Butkienė and Daina, Gudonienė and Vilma, SukackėEditors}, year={2020}, pages={368--382}, collection={Communications in Computer and Information Science} }","short":"F.S. Bäumer, J. Kersting, B. Buff, M. Geierhos, in: L. Audrius, B. Rita, G. Daina, S. Vilma (Eds.), Information and Software Technologies, Springer, 2020, pp. 368--382.","mla":"Bäumer, Frederik Simon, et al. “Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging.” <i>Information and Software Technologies</i>, edited by Lopata Audrius et al., vol. 1283, Springer, 2020, pp. 368--382, doi:<a href=\"https://doi.org/10.1007/978-3-030-59506-7_30\">https://doi.org/10.1007/978-3-030-59506-7_30</a>.","ama":"Bäumer FS, Kersting J, Buff B, Geierhos M. Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging. In: Audrius L, Rita B, Daina G, Vilma S, eds. <i>Information and Software Technologies</i>. Vol 1283. Communications in Computer and Information Science. Springer; 2020:368--382. doi:<a href=\"https://doi.org/10.1007/978-3-030-59506-7_30\">https://doi.org/10.1007/978-3-030-59506-7_30</a>","chicago":"Bäumer, Frederik Simon, Joschka Kersting, Bianca Buff, and Michaela Geierhos. “Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging.” In <i>Information and Software Technologies</i>, edited by Lopata Audrius, Butkienė Rita, Gudonienė Daina, and Sukackė Vilma, 1283:368--382. Communications in Computer and Information Science. Springer, 2020. <a href=\"https://doi.org/10.1007/978-3-030-59506-7_30\">https://doi.org/10.1007/978-3-030-59506-7_30</a>.","ieee":"F. S. Bäumer, J. Kersting, B. Buff, and M. Geierhos, “Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging,” in <i>Information and Software Technologies</i>, vol. 1283, L. Audrius, B. Rita, G. Daina, and S. Vilma, Eds. Springer, 2020, pp. 368--382."},"ddc":["004"],"language":[{"iso":"eng"}],"publication":"Information and Software Technologies","abstract":[{"text":"Peer-to-Peer news portals allow Internet users to write news articles and make them available online to interested readers. Despite the fact that authors are free in their choice of topics, there are a number of quality characteristics that an article must meet before it is published. In addition to meaningful titles, comprehensibly written texts and meaning- ful images, relevant tags are an important criteria for the quality of such news. In this case study, we discuss the challenges and common mistakes that Peer-to-Peer reporters face when tagging news and how incorrect information can be corrected through the orchestration of existing Natu- ral Language Processing services. Lastly, we use this illustrative example to give insight into the challenges of dealing with bottom-up taxonomies.","lang":"eng"}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2020-11-07T19:47:30Z","creator":"jkers","date_created":"2020-11-07T19:47:30Z","file_size":599881,"file_name":"Bäumer et al. (2020), Baeumer2020.pdf .pdf","access_level":"closed","file_id":"20309"}],"publisher":"Springer","date_created":"2020-06-26T14:23:52Z","title":"Tag Me If You Can: Insights into the Challenges of Supporting Unrestricted P2P News Tagging","year":"2020"}]