[{"publication":"Schulmagazin 5-10","citation":{"ieee":"K. Drossel and M. Heldt, “Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte,” <i>Schulmagazin 5-10</i>, pp. 11–14, 2020.","apa":"Drossel, K., &#38; Heldt, M. (2020). Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte. <i>Schulmagazin 5-10</i>, 11–14.","chicago":"Drossel, Kerstin, and Melanie Heldt. “Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte.” <i>Schulmagazin 5-10</i>, 2020, 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.","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} }","ama":"Drossel K, Heldt M. Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte. <i>Schulmagazin 5-10</i>. Published online 2020:11-14."},"date_created":"2021-11-25T13:46:39Z","type":"journal_article","department":[{"_id":"462"}],"year":"2020","title":"Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte","status":"public","author":[{"id":"48921","first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin"},{"full_name":"Heldt, Melanie","last_name":"Heldt","first_name":"Melanie"}],"date_updated":"2022-01-06T06:57:46Z","page":"11-14","language":[{"iso":"ger"}],"_id":"27834","user_id":"50923"},{"place":"Münster","date_created":"2021-11-25T13:49:06Z","department":[{"_id":"462"}],"type":"book_chapter","citation":{"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.","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.","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.","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.","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.","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.","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} }"},"publication":"(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit","language":[{"iso":"ger"}],"_id":"27835","publisher":"Waxmann","page":"181-197","editor":[{"full_name":"Keßler, Catharina I.","first_name":"Catharina I.","last_name":"Keßler"},{"first_name":"Sonja","last_name":"Nolte","full_name":"Nolte, Sonja"}],"user_id":"50923","author":[{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387"}],"status":"public","year":"2020","title":"Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen","date_updated":"2022-01-06T06:57:46Z"},{"publication":"Large-scale Assessments in Education","citation":{"short":"K. Drossel, B. Eickelmann, M. Vennemann, Large-Scale Assessments in Education 8 (2020) 1–19.","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>","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>.","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} }","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>.","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>","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>."},"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>"}],"date_created":"2021-11-25T13:49:55Z","type":"journal_article","department":[{"_id":"462"}],"title":"Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain","year":"2020","status":"public","publication_identifier":{"issn":["2196-0739"]},"author":[{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin","id":"48921"},{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"},{"full_name":"Vennemann, Mario","first_name":"Mario","last_name":"Vennemann"}],"date_updated":"2022-01-06T06:57:46Z","publication_status":"published","intvolume":"         8","page":"1-19","_id":"27837","language":[{"iso":"eng"}],"doi":"10.1186/s40536-020-00087-w","user_id":"50923","volume":8},{"citation":{"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.","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.","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.","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} }","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.","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."},"publication":"ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich","date_created":"2021-11-25T14:13:16Z","place":"Münster","department":[{"_id":"462"}],"type":"book_chapter","author":[{"full_name":"Vennemann, Mario","first_name":"Mario","last_name":"Vennemann"},{"full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel","id":"48921"},{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann","id":"40387"}],"status":"public","title":"Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern","year":"2020","date_updated":"2022-01-06T06:57:46Z","_id":"27840","language":[{"iso":"ger"}],"publisher":"Waxmann","page":"235-248","editor":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"full_name":"Labusch, Amelie","first_name":"Amelie","last_name":"Labusch"},{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin"},{"full_name":"Vennemann, Mario","first_name":"Mario","last_name":"Vennemann"}],"user_id":"50923"},{"user_id":"50923","editor":[{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"},{"full_name":"Labusch, Amelie","last_name":"Labusch","first_name":"Amelie"},{"full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel"},{"full_name":"Vennemann, Mario","last_name":"Vennemann","first_name":"Mario"}],"page":"123-136","_id":"27850","language":[{"iso":"ger"}],"publisher":"Waxmann","date_updated":"2022-01-06T06:57:47Z","status":"public","year":"2020","title":"Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien","author":[{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"full_name":"Gerick, Julia","first_name":"Julia","last_name":"Gerick"}],"type":"book_chapter","department":[{"_id":"462"}],"place":"Münster","date_created":"2021-11-25T15:05:39Z","publication":"ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich","citation":{"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} }","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.","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.","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.","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.","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.","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."}},{"issue":"3","publication":"Schulmanagement-Handbuch","citation":{"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} }","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.","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.","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.","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.","short":"M. Heldt, K. Drossel, B. Eickelmann, Schulmanagement-Handbuch 175 (2020) 19–37."},"date_created":"2021-11-25T15:34:59Z","type":"journal_article","department":[{"_id":"462"}],"status":"public","year":"2020","title":"Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland","author":[{"full_name":"Heldt, Melanie","first_name":"Melanie","last_name":"Heldt"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"}],"date_updated":"2022-01-06T06:57:47Z","intvolume":"       175","page":"19-37","language":[{"iso":"ger"}],"_id":"27859","user_id":"50923","volume":175},{"place":"Québec City, Canada","date_created":"2021-11-25T15:43:34Z","type":"book_chapter","department":[{"_id":"462"}],"publication":"Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age","citation":{"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.","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.","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.","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.","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.","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} }","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."},"main_file_link":[{"url":"edusummit2019.fse.ulaval.ca/files/edusummit2019_ebook.pdf"}],"page":"70-75","_id":"27860","publisher":"EDUsummIT","language":[{"iso":"eng"}],"user_id":"50923","editor":[{"full_name":"Fisser, Petra","first_name":"Petra","last_name":"Fisser"},{"first_name":"Michael","last_name":"Phillips","full_name":"Phillips, Michael"}],"year":"2020","status":"public","title":"Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers","author":[{"full_name":"Tondeur, Jo","last_name":"Tondeur","first_name":"Jo"},{"full_name":"Petko, Dominik","first_name":"Dominik","last_name":"Petko"},{"first_name":"Sylvie","last_name":"Barma","full_name":"Barma, Sylvie"},{"first_name":"Rhonda","last_name":"Christensen","full_name":"Christensen, Rhonda"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"full_name":"Eichhorn, Koos","first_name":"Koos","last_name":"Eichhorn"},{"first_name":"Gerald","last_name":"Knezek","full_name":"Knezek, Gerald"},{"first_name":"Evode","last_name":"Mukama","full_name":"Mukama, Evode"},{"first_name":"Denise","last_name":"Schmidt-Crawford","full_name":"Schmidt-Crawford, Denise"},{"first_name":"Louise","last_name":"Starkey","full_name":"Starkey, Louise"},{"last_name":"Thabano Nleya","first_name":"Paul","full_name":"Thabano Nleya, Paul"}],"date_updated":"2022-01-06T06:57:47Z"},{"citation":{"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} }","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.","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.","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.","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.","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."},"publication":"Bildung, Schule und Digitalisierung","place":"Münster","date_created":"2021-11-25T15:53:58Z","department":[{"_id":"462"}],"type":"book_chapter","author":[{"id":"48921","full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel"},{"full_name":"Heldt, Melanie","first_name":"Melanie","last_name":"Heldt"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"}],"status":"public","title":"Lehrer*innenbildung durch medienbezogene Kooperation","year":"2020","date_updated":"2022-01-06T06:57:47Z","language":[{"iso":"ger"}],"_id":"27863","publisher":"Waxmann","page":"45-50","editor":[{"first_name":"Kai","last_name":"Kaspar","full_name":"Kaspar, Kai"},{"full_name":"Becker-Mrozek, Michael","first_name":"Michael","last_name":"Becker-Mrozek"},{"full_name":"Hofhues, Sandra","last_name":"Hofhues","first_name":"Sandra"},{"first_name":"Johannes","last_name":"König","full_name":"König, Johannes"},{"last_name":"Schmeinck","first_name":"Daniela","full_name":"Schmeinck, Daniela"}],"user_id":"50923"},{"title":"The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data","year":"2020","status":"public","publication_identifier":{"issn":["2196-0739"]},"author":[{"full_name":"Heldt, Melanie","last_name":"Heldt","first_name":"Melanie"},{"last_name":"Massek","first_name":"Corinna","full_name":"Massek, Corinna"},{"id":"48921","first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin"},{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"}],"date_updated":"2022-01-06T06:57:47Z","publication_status":"published","intvolume":"         8","page":"1-20","language":[{"iso":"eng"}],"_id":"27864","doi":"10.1186/s40536-020-00090-1","user_id":"50923","volume":8,"publication":"Large-scale Assessments in Education","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>.","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>","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>.","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} }","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>"},"abstract":[{"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>","lang":"eng"}],"date_created":"2021-11-25T15:54:31Z","type":"journal_article","department":[{"_id":"462"}]},{"date_updated":"2022-01-06T06:57:47Z","intvolume":"        29","title":"Schulschließungen und Perspektiven für die Pandemie-Zeit","status":"public","year":"2020","author":[{"full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit","id":"40387"},{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921"}],"user_id":"50923","volume":29,"page":"328-331","_id":"27865","language":[{"iso":"ger"}],"issue":"12","publication":"SchulVerwaltung Baden-Württemberg","citation":{"short":"B. Eickelmann, K. Drossel, SchulVerwaltung Baden-Württemberg 29 (2020) 328–331.","chicago":"Eickelmann, Birgit, and Kerstin Drossel. “Schulschließungen und Perspektiven für die Pandemie-Zeit.” <i>SchulVerwaltung Baden-Württemberg</i> 29, no. 12 (2020): 328–31.","ieee":"B. Eickelmann and K. Drossel, “Schulschließungen und Perspektiven für die Pandemie-Zeit,” <i>SchulVerwaltung Baden-Württemberg</i>, vol. 29, no. 12, pp. 328–331, 2020.","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.","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} }","ama":"Eickelmann B, Drossel K. Schulschließungen und Perspektiven für die Pandemie-Zeit. <i>SchulVerwaltung Baden-Württemberg</i>. 2020;29(12):328-331.","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."},"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-25T15:57:20Z"},{"citation":{"ama":"Drossel K, Eickelmann B. Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen. In: Meister DM, Midt I, eds. <i>Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)</i>. Springer; 2020:135-153.","bibtex":"@inbook{Drossel_Eickelmann_2020, place={Wiesbaden}, title={Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen}, booktitle={Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)}, publisher={Springer}, author={Drossel, Kerstin and Eickelmann, Birgit}, editor={Meister, Dorothee M. and Midt, Ilka}, year={2020}, pages={135–153} }","mla":"Drossel, Kerstin, and Birgit Eickelmann. “Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen.” <i>Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)</i>, edited by Dorothee M. Meister and Ilka Midt, Springer, 2020, pp. 135–53.","chicago":"Drossel, Kerstin, and Birgit Eickelmann. “Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen.” In <i>Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)</i>, edited by Dorothee M. Meister and Ilka Midt, 135–53. Wiesbaden: Springer, 2020.","short":"K. Drossel, B. Eickelmann, in: D.M. Meister, I. Midt (Eds.), Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft), Springer, Wiesbaden, 2020, pp. 135–153.","apa":"Drossel, K., &#38; Eickelmann, B. (2020). Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen. In D. M. Meister &#38; I. Midt (Eds.), <i>Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)</i> (pp. 135–153). Springer.","ieee":"K. Drossel and B. Eickelmann, “Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen,” in <i>Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)</i>, D. M. Meister and I. Midt, Eds. Wiesbaden: Springer, 2020, pp. 135–153."},"publication":"Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)","department":[{"_id":"462"}],"type":"book_chapter","date_created":"2021-11-25T16:00:16Z","place":"Wiesbaden","date_updated":"2022-01-06T06:57:47Z","author":[{"id":"48921","last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin"},{"id":"40387","last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit"}],"year":"2020","status":"public","title":"Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen","editor":[{"full_name":"Meister, Dorothee M.","last_name":"Meister","first_name":"Dorothee M."},{"first_name":"Ilka","last_name":"Midt","full_name":"Midt, Ilka"}],"user_id":"50923","_id":"27866","publisher":"Springer","language":[{"iso":"ger"}],"page":"135-153"},{"date_updated":"2022-01-06T06:57:47Z","publication_status":"published","year":"2020","title":"Students’ computer literacy and the use of tablets in upper secondary schools","status":"public","author":[{"id":"40387","last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit"},{"id":"48921","first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin"}],"publication_identifier":{"isbn":["9783030105754","9783030105761"]},"doi":"10.1007/978-3-030-10576-1","user_id":"50923","editor":[{"last_name":"Tatnall","first_name":"Arthur","full_name":"Tatnall, Arthur"}],"page":"1577-1589","language":[{"iso":"eng"}],"_id":"27867","publisher":"Springer","publication":"Encyclopedia of Education and Information Technologies","citation":{"mla":"Eickelmann, Birgit, and Kerstin Drossel. “Students’ Computer Literacy and the Use of Tablets in Upper Secondary Schools.” <i>Encyclopedia of Education and Information Technologies</i>, edited by Arthur Tatnall, Springer, 2020, pp. 1577–89, doi:<a href=\"https://doi.org/10.1007/978-3-030-10576-1\">10.1007/978-3-030-10576-1</a>.","bibtex":"@inbook{Eickelmann_Drossel_2020, place={Cham}, title={Students’ computer literacy and the use of tablets in upper secondary schools}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-10576-1\">10.1007/978-3-030-10576-1</a>}, booktitle={Encyclopedia of Education and Information Technologies}, publisher={Springer}, author={Eickelmann, Birgit and Drossel, Kerstin}, editor={Tatnall, Arthur}, year={2020}, pages={1577–1589} }","ama":"Eickelmann B, Drossel K. Students’ computer literacy and the use of tablets in upper secondary schools. In: Tatnall A, ed. <i>Encyclopedia of Education and Information Technologies</i>. Springer; 2020:1577-1589. doi:<a href=\"https://doi.org/10.1007/978-3-030-10576-1\">10.1007/978-3-030-10576-1</a>","ieee":"B. Eickelmann and K. Drossel, “Students’ computer literacy and the use of tablets in upper secondary schools,” in <i>Encyclopedia of Education and Information Technologies</i>, A. Tatnall, Ed. Cham: Springer, 2020, pp. 1577–1589.","apa":"Eickelmann, B., &#38; Drossel, K. (2020). Students’ computer literacy and the use of tablets in upper secondary schools. In A. Tatnall (Ed.), <i>Encyclopedia of Education and Information Technologies</i> (pp. 1577–1589). Springer. <a href=\"https://doi.org/10.1007/978-3-030-10576-1\">https://doi.org/10.1007/978-3-030-10576-1</a>","short":"B. Eickelmann, K. Drossel, in: A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies, Springer, Cham, 2020, pp. 1577–1589.","chicago":"Eickelmann, Birgit, and Kerstin Drossel. “Students’ Computer Literacy and the Use of Tablets in Upper Secondary Schools.” In <i>Encyclopedia of Education and Information Technologies</i>, edited by Arthur Tatnall, 1577–89. Cham: Springer, 2020. <a href=\"https://doi.org/10.1007/978-3-030-10576-1\">https://doi.org/10.1007/978-3-030-10576-1</a>."},"type":"book_chapter","department":[{"_id":"462"}],"place":"Cham","date_created":"2021-11-25T16:00:55Z"},{"type":"book","department":[{"_id":"462"}],"date_created":"2021-11-25T16:11:23Z","place":"Berlin/Düsseldorf","citation":{"mla":"Eickelmann, Birgit, and Kerstin Drossel. <i>Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I</i>. Vodafone Stiftung, 2020.","bibtex":"@book{Eickelmann_Drossel_2020, place={Berlin/Düsseldorf}, title={Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I}, publisher={Vodafone Stiftung}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2020} }","ama":"Eickelmann B, Drossel K. <i>Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I</i>. Vodafone Stiftung; 2020.","ieee":"B. Eickelmann and K. Drossel, <i>Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I</i>. Berlin/Düsseldorf: Vodafone Stiftung, 2020.","apa":"Eickelmann, B., &#38; Drossel, K. (2020). <i>Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I</i>. Vodafone Stiftung.","chicago":"Eickelmann, Birgit, and Kerstin Drossel. <i>Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I</i>. Berlin/Düsseldorf: Vodafone Stiftung, 2020.","short":"B. Eickelmann, K. Drossel, Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I, Vodafone Stiftung, Berlin/Düsseldorf, 2020."},"user_id":"50923","_id":"27869","publisher":"Vodafone Stiftung","language":[{"iso":"ger"}],"date_updated":"2022-01-06T06:57:47Z","status":"public","title":"Digitales Potenzial. 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Stellungnahme der Expert*innenkommission der Friedrich-Ebert-Stiftung","year":"2020","status":"public","date_updated":"2024-02-21T13:46:05Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"51690","main_file_link":[{"url":"https://library.fes.de/pdf-files/studienfoerderung/16262.pdf","open_access":"1"}],"user_id":"49063"},{"date_updated":"2024-03-20T10:20:50Z","author":[{"id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"},{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921"},{"id":"65599","full_name":"Labusch, Amelie","first_name":"Amelie","last_name":"Labusch"},{"full_name":"Vennemann, Mario","last_name":"Vennemann","first_name":"Mario"},{"full_name":"Casamassima, Gianna","first_name":"Gianna","last_name":"Casamassima","id":"41118"}],"year":"2020","status":"public","title":"Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich","editor":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"full_name":"Labusch, Amelie","last_name":"Labusch","first_name":"Amelie"},{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin"},{"first_name":"Mario","last_name":"Vennemann","full_name":"Vennemann, Mario"}],"user_id":"103823","_id":"27845","publisher":"Waxmann","language":[{"iso":"ger"}],"page":"189-200","citation":{"apa":"Eickelmann, B., Drossel, K., Labusch, A., Vennemann, M., &#38; Casamassima, G. (2020). Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich. 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. 189–200). Waxmann.","ieee":"B. Eickelmann, K. Drossel, A. Labusch, M. Vennemann, and G. Casamassima, “Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich,” 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. 189–200.","short":"B. Eickelmann, K. Drossel, A. Labusch, M. Vennemann, G. Casamassima, 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. 189–200.","chicago":"Eickelmann, Birgit, Kerstin Drossel, Amelie Labusch, Mario Vennemann, and Gianna Casamassima. “Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich.” 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, 189–200. Münster: Waxmann, 2020.","mla":"Eickelmann, Birgit, et al. “Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich.” <i>ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich</i>, edited by Birgit Eickelmann et al., Waxmann, 2020, pp. 189–200.","ama":"Eickelmann B, Drossel K, Labusch A, Vennemann M, Casamassima G. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich. 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; 2020:189-200.","bibtex":"@inbook{Eickelmann_Drossel_Labusch_Vennemann_Casamassima_2020, place={Münster}, title={Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im internationalen Vergleich}, booktitle={ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}, publisher={Waxmann}, author={Eickelmann, Birgit and Drossel, Kerstin and Labusch, Amelie and Vennemann, Mario and Casamassima, Gianna}, editor={Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}, year={2020}, pages={189–200} }"},"publication":"ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich","department":[{"_id":"462"}],"type":"book_chapter","date_created":"2021-11-25T14:39:57Z","place":"Münster"}]