@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}},
}