@article{28656,
  author       = {{Eickelmann, Birgit}},
  journal      = {{Journal für Schulentwicklung}},
  number       = {{3}},
  pages        = {{49--52}},
  title        = {{{Schulische Medienkonzepte als Instrument der Schulentwicklung}}},
  volume       = {{21}},
  year         = {{2017}},
}

@misc{28658,
  booktitle    = {{Journal für Schulentwicklung}},
  editor       = {{Gerick, Julia and Eickelmann, Birgit and Kühn, Thore-Olaf}},
  title        = {{{Digitale Medien in Schule und Unterricht. Herausforderungen für die Schulentwicklung [Themenheft]}}},
  year         = {{2017}},
}

@inbook{28659,
  author       = {{Eickelmann, Birgit and Lorenz, Ramona and Endberg, Manuela}},
  booktitle    = {{Schule digital – der Länderindikator 2017. Schulische Medienbildung in der Sekundarstufe I mit besonderem Fokus auf MINT-Fächer im Bundesländervergleich und Trends von 2015 bis 2017}},
  editor       = {{Lorenz, Ramona and Bos, Wilfried and Endberg, Manuela and Eickelmann, Birgit and Grafe, Silke and Vahrenhold, Jan}},
  pages        = {{231--260}},
  publisher    = {{Waxmann}},
  title        = {{{Lernaktivitäten mit digitalen Medien im Fachunterricht der Sekundarstufe I im Bundesländervergleich mit besonderem Fokus auf MINT-Fächer}}},
  year         = {{2017}},
}

@inbook{28663,
  author       = {{Lorenz, Ramona and Endberg, Manuela and Eickelmann, Birgit}},
  booktitle    = {{Schule digital – der Länderindikator 2017. Schulische Medienbildung in der Sekundarstufe I mit besonderem Fokus auf MINT-Fächer im Bundesländervergleich und Trends von 2015 bis 2017}},
  editor       = {{Lorenz, Ramona and Bos, Wilfried and Endberg, Manuela and Eickelmann, Birgit and Grafe, Silke and Vahrenhold, Jan}},
  pages        = {{84--121}},
  publisher    = {{Waxmann}},
  title        = {{{Unterrichtliche Nutzung digitaler Medien durch Lehrpersonen in der Sekundarstufe I im Bundesländervergleich und im Trend von 2015 bis 2017}}},
  year         = {{2017}},
}

@book{28665,
  editor       = {{Lorenz, Ramona and Bos, Wilfried and Endberg, Manuela and Eickelmann, Birgit and Grafe, Silke and Vahrenhold, Jan}},
  publisher    = {{Waxmann}},
  title        = {{{Schule digital – der Länderindikator 2017. Schulische Medienbildung in der Sekundarstufe I mit besonderem Fokus auf MINT-Fächer im Bundesländervergleich und Trends von 2015 bis 2017}}},
  year         = {{2017}},
}

@article{28669,
  author       = {{Gerick, Julia and Eickelmann, Birgit and Bos, Wilfried}},
  issn         = {{2196-0739}},
  journal      = {{Large-scale Assessments in Education}},
  number       = {{1}},
  pages        = {{1--13}},
  title        = {{{School-level predictors for the use of ICT in schools and students’ CIL in international comparison}}},
  doi          = {{10.1186/s40536-017-0037-7}},
  volume       = {{5}},
  year         = {{2017}},
}

@article{28670,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit and Gerick, Julia}},
  issn         = {{1360-2357}},
  journal      = {{Education and Information Technologies}},
  number       = {{2}},
  pages        = {{551--573}},
  title        = {{{Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration}}},
  doi          = {{10.1007/s10639-016-9476-y}},
  volume       = {{22}},
  year         = {{2017}},
}

@article{28671,
  author       = {{Eickelmann, Birgit and Gerick, Julia and Koop, Christian}},
  issn         = {{1360-2357}},
  journal      = {{Education and Information Technologies}},
  number       = {{4}},
  pages        = {{1527--1551}},
  title        = {{{ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?}}},
  doi          = {{10.1007/s10639-016-9498-5}},
  volume       = {{22}},
  year         = {{2017}},
}

@article{28672,
  abstract     = {{<jats:p> In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools. </jats:p>}},
  author       = {{Eickelmann, Birgit and Vennemann, Mario}},
  issn         = {{1474-9041}},
  journal      = {{European Educational Research Journal}},
  number       = {{6}},
  pages        = {{733--761}},
  title        = {{{Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries}}},
  doi          = {{10.1177/1474904117725899}},
  volume       = {{16}},
  year         = {{2017}},
}

@article{28673,
  abstract     = {{<jats:p> The International Computer and Information Literacy Study (ICILS 2013) provides, for the first time, information about students’ computer and information literacy (CIL), as well as its acquisition, based on a computer-based test for students and background questionnaires. Among the 21 education systems that participated in ICILS 2013, there are 12 European countries, making secondary comparative in-depth analyses at a European level particularly fruitful. Accordingly, while the four articles in this Special Issue each deal with different topics and adopt different methodologies, they all share a common element and provide European comparisons in the ICILS context. The editorial in turn outlines the aim of the ICILS 2013 study and its relevance for European education research as well as its contextual framework and approach to the measurement of students’ CIL. The potential and challenges of such large-scale assessment studies are also discussed. </jats:p>}},
  author       = {{Gerick, Julia and Eickelmann, Birgit and Bos, Wilfried}},
  issn         = {{1474-9041}},
  journal      = {{European Educational Research Journal}},
  number       = {{6}},
  pages        = {{707--715}},
  title        = {{{The international computer and information literacy study from a European perspective: Introduction to the Special Issue}}},
  doi          = {{10.1177/1474904117735417}},
  volume       = {{16}},
  year         = {{2017}},
}

@inbook{28675,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit}},
  booktitle    = {{Tomorrow's learning: involving everyone. Learning with and about technologies and computing }},
  editor       = {{Tatnall, Arthur and Webb, Mary}},
  issn         = {{1868-4238}},
  pages        = {{114--124}},
  publisher    = {{Springer International Publishing}},
  title        = {{{The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy}}},
  doi          = {{10.1007/978-3-319-74310-3_14}},
  year         = {{2017}},
}

@inbook{28676,
  author       = {{Eickelmann, Birgit}},
  booktitle    = {{Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung}},
  editor       = {{Gapski, Harald and Oberle, Monika and Staufer, Walter}},
  pages        = {{146--154}},
  publisher    = {{Bundeszentrale für Politische Bildung}},
  title        = {{{Schulische Medienkompetenzförderung}}},
  year         = {{2017}},
}

@misc{28912,
  booktitle    = {{Lernende Schule}},
  editor       = {{Eickelmann, Birgit and Klinger, Udo}},
  number       = {{79}},
  title        = {{{Digitalisierung in der Schule}}},
  volume       = {{20}},
  year         = {{2017}},
}

@article{27605,
  author       = {{Drossel, Kerstin and Gröhlich, Carola}},
  journal      = {{Schulmanagement}},
  pages        = {{18--21}},
  title        = {{{Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen }}},
  volume       = {{1}},
  year         = {{2017}},
}

@article{27606,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit and Gerick, Julia}},
  journal      = {{Education and Information Technologies}},
  number       = {{2}},
  pages        = {{551--573}},
  title        = {{{Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration}}},
  doi          = {{10.1007/s10639-016-9476-y}},
  volume       = {{22}},
  year         = {{2017}},
}

@article{27607,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit and Schulz-Zander, Renate}},
  journal      = {{European Educational Research Journal}},
  number       = {{6}},
  pages        = {{781--799}},
  title        = {{{Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective}}},
  doi          = {{10.1177%2F1474904116655811}},
  volume       = {{16}},
  year         = {{2017}},
}

@article{27610,
  author       = {{Drossel, Kerstin}},
  journal      = {{Journal für Schulentwicklung}},
  number       = {{3}},
  pages        = {{54--55}},
  publisher    = {{Klinkhardt}},
  title        = {{{Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien}}},
  volume       = {{21}},
  year         = {{2017}},
}

@article{27611,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit}},
  issn         = {{2196-0739}},
  journal      = {{Large-scale Assessments in Education}},
  number       = {{5}},
  pages        = {{1--13}},
  title        = {{{Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills}}},
  doi          = {{10.1186/s40536-017-0053-7}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{27612,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin}},
  journal      = {{Dreizehn - Zeitschrift für Jugendsozialarbeit}},
  pages        = {{24--29}},
  title        = {{{Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?}}},
  volume       = {{18}},
  year         = {{2017}},
}

@article{27613,
  abstract     = {{Der kompetente Umgang mit Informations- und Kommunikationstechnologien (ICT) gewinnt im Zuge des Wandels zur Informations- und Wissensgesellschaft zunehmend an Bedeutung. Die International Computer and Information Literacy Study (ICILS 2013) erfasst in diesem Zusammenhang erstmals computer- und informationsbezogene Kompetenzen computerbasiert im internationalen Vergleich. Theoretische Überlegungen und empirische Befunde postulieren dabei einen Zusammenhang der erfassten Kompetenzdomäne mit der Lesekompetenz der Schülerinnen und Schüler. Eine empirische Untersuchung dieses Zusammenhangs steht bislang allerdings noch aus und ist das Anliegen dieses Beitrags. Um diesem Desiderat nachzugehen, werden die repräsentativen Schülerdaten aus ICILS 2013 für Deutschland herangezogen. Dabei wird die Untersuchung des Zusammenhangs der beiden Konstrukte möglich, da in Deutschland national ein Lesetest ergänzt wurde, den die Achtklässlerinnen und Achtklässler zusätzlich bearbeitet haben. Die Pfadanalyse zeigt, dass Lesen einen mittleren direkten Effekt von .452 auf die computer- und informationsbezogenen Kompetenzen aufweist.}},
  author       = {{Eickelmann, Birgit and Drossel, Kerstin}},
  journal      = {{Medienimpulse}},
  title        = {{{Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz}}},
  doi          = {{10.21243/MI-04-17-08}},
  volume       = {{4}},
  year         = {{2017}},
}