TY - JOUR AU - Heldt, Melanie AU - Drossel, Kerstin AU - Eickelmann, Birgit ID - 27859 IS - 3 JF - Schulmanagement-Handbuch TI - Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland VL - 175 ER - TY - CHAP AU - Tondeur, Jo AU - Petko, Dominik AU - Barma, Sylvie AU - Christensen, Rhonda AU - Drossel, Kerstin AU - Eichhorn, Koos AU - Knezek, Gerald AU - Mukama, Evode AU - Schmidt-Crawford, Denise AU - Starkey, Louise AU - Thabano Nleya, Paul ED - Fisser, Petra ED - Phillips, Michael ID - 27860 T2 - Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age TI - Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers ER - TY - CHAP AU - Drossel, Kerstin AU - Heldt, Melanie AU - Eickelmann, Birgit ED - Kaspar, Kai ED - Becker-Mrozek, Michael ED - Hofhues, Sandra ED - König, Johannes ED - Schmeinck, Daniela ID - 27863 T2 - Bildung, Schule und Digitalisierung TI - Lehrer*innenbildung durch medienbezogene Kooperation ER - TY - JOUR AB - Abstract Background 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. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). 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). Methods First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. 10.1007/978-3-319-26633-6) 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. Results 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. Conclusions 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. AU - Heldt, Melanie AU - Massek, Corinna AU - Drossel, Kerstin AU - Eickelmann, Birgit ID - 27864 JF - Large-scale Assessments in Education SN - 2196-0739 TI - The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data VL - 8 ER - TY - JOUR AU - Eickelmann, Birgit AU - Drossel, Kerstin ID - 27865 IS - 12 JF - SchulVerwaltung Baden-Württemberg TI - Schulschließungen und Perspektiven für die Pandemie-Zeit VL - 29 ER - TY - CHAP AU - Drossel, Kerstin AU - Eickelmann, Birgit ED - Meister, Dorothee M. ED - Midt, Ilka ID - 27866 T2 - Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft) TI - Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen ER - TY - CHAP AU - Eickelmann, Birgit AU - Drossel, Kerstin ED - Tatnall, Arthur ID - 27867 SN - 9783030105754 T2 - Encyclopedia of Education and Information Technologies TI - Students’ computer literacy and the use of tablets in upper secondary schools ER - TY - BOOK AU - Eickelmann, Birgit AU - Drossel, Kerstin ID - 27869 TI - Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I ER - TY - DATA AU - Teidla-Kunitsõn, Gertha ID - 27873 TI - ICT usage across Europe: A literature review and an overview of existing data ER - TY - JOUR AU - Dalvandi, Sadegh AU - Doherty, Simon AU - Dongol, Brijesh AU - Wehrheim, Heike ID - 21016 IS - 2 JF - Dagstuhl Artifacts Ser. TI - Owicki-Gries Reasoning for C11 RAR (Artifact) VL - 6 ER -