---
_id: '28672'
abstract:
- lang: eng
text: 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.
author:
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Mario
full_name: Vennemann, Mario
last_name: Vennemann
citation:
ama: Eickelmann B, Vennemann M. Teachers‘ attitudes and beliefs regarding ICT in
teaching and learning in European countries. European Educational Research
Journal. 2017;16(6):733-761. doi:10.1177/1474904117725899
apa: Eickelmann, B., & Vennemann, M. (2017). Teachers‘ attitudes and beliefs
regarding ICT in teaching and learning in European countries. European Educational
Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899
bibtex: '@article{Eickelmann_Vennemann_2017, title={Teachers‘ attitudes and beliefs
regarding ICT in teaching and learning in European countries}, volume={16}, DOI={10.1177/1474904117725899},
number={6}, journal={European Educational Research Journal}, author={Eickelmann,
Birgit and Vennemann, Mario}, year={2017}, pages={733–761} }'
chicago: 'Eickelmann, Birgit, and Mario Vennemann. “Teachers‘ Attitudes and Beliefs
Regarding ICT in Teaching and Learning in European Countries.” European Educational
Research Journal 16, no. 6 (2017): 733–61. https://doi.org/10.1177/1474904117725899.'
ieee: 'B. Eickelmann and M. Vennemann, “Teachers‘ attitudes and beliefs regarding
ICT in teaching and learning in European countries,” European Educational Research
Journal, vol. 16, no. 6, pp. 733–761, 2017, doi: 10.1177/1474904117725899.'
mla: Eickelmann, Birgit, and Mario Vennemann. “Teachers‘ Attitudes and Beliefs Regarding
ICT in Teaching and Learning in European Countries.” European Educational Research
Journal, vol. 16, no. 6, 2017, pp. 733–61, doi:10.1177/1474904117725899.
short: B. Eickelmann, M. Vennemann, European Educational Research Journal 16 (2017)
733–761.
date_created: 2021-12-12T13:21:42Z
date_updated: 2022-01-06T06:58:16Z
department:
- _id: '462'
doi: 10.1177/1474904117725899
intvolume: ' 16'
issue: '6'
language:
- iso: eng
page: 733-761
publication: European Educational Research Journal
publication_identifier:
issn:
- 1474-9041
- 1474-9041
publication_status: published
status: public
title: Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European
countries
type: journal_article
user_id: '50923'
volume: 16
year: '2017'
...
---
_id: '28673'
abstract:
- lang: eng
text: 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.
author:
- first_name: Julia
full_name: Gerick, Julia
last_name: Gerick
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Wilfried
full_name: Bos, Wilfried
last_name: Bos
citation:
ama: 'Gerick J, Eickelmann B, Bos W. The international computer and information
literacy study from a European perspective: Introduction to the Special Issue.
European Educational Research Journal. 2017;16(6):707-715. doi:10.1177/1474904117735417'
apa: 'Gerick, J., Eickelmann, B., & Bos, W. (2017). The international computer
and information literacy study from a European perspective: Introduction to the
Special Issue. European Educational Research Journal, 16(6), 707–715.
https://doi.org/10.1177/1474904117735417'
bibtex: '@article{Gerick_Eickelmann_Bos_2017, title={The international computer
and information literacy study from a European perspective: Introduction to the
Special Issue}, volume={16}, DOI={10.1177/1474904117735417},
number={6}, journal={European Educational Research Journal}, author={Gerick, Julia
and Eickelmann, Birgit and Bos, Wilfried}, year={2017}, pages={707–715} }'
chicago: 'Gerick, Julia, Birgit Eickelmann, and Wilfried Bos. “The International
Computer and Information Literacy Study from a European Perspective: Introduction
to the Special Issue.” European Educational Research Journal 16, no. 6
(2017): 707–15. https://doi.org/10.1177/1474904117735417.'
ieee: 'J. Gerick, B. Eickelmann, and W. Bos, “The international computer and information
literacy study from a European perspective: Introduction to the Special Issue,”
European Educational Research Journal, vol. 16, no. 6, pp. 707–715, 2017,
doi: 10.1177/1474904117735417.'
mla: 'Gerick, Julia, et al. “The International Computer and Information Literacy
Study from a European Perspective: Introduction to the Special Issue.” European
Educational Research Journal, vol. 16, no. 6, 2017, pp. 707–15, doi:10.1177/1474904117735417.'
short: J. Gerick, B. Eickelmann, W. Bos, European Educational Research Journal 16
(2017) 707–715.
date_created: 2021-12-12T13:24:15Z
date_updated: 2022-01-06T06:58:16Z
department:
- _id: '462'
doi: 10.1177/1474904117735417
intvolume: ' 16'
issue: '6'
language:
- iso: eng
page: 707-715
publication: European Educational Research Journal
publication_identifier:
issn:
- 1474-9041
- 1474-9041
publication_status: published
status: public
title: 'The international computer and information literacy study from a European
perspective: Introduction to the Special Issue'
type: journal_article
user_id: '50923'
volume: 16
year: '2017'
...