TY - CHAP AU - Eickelmann, Birgit AU - Drossel, Kerstin ED - van Ackeren, Isabell ED - Bremer, Helmut ED - Kessl, Fabian ED - Koller, Hans Christoph ED - Pfaff, Nicolle ED - Rotter, Caroline ED - Klein, Dominique ED - Salaschek, Ulrich ID - 27828 T2 - Bewegungen - Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft TI - Lehrer*innenbildung und Digitalisierung - Konzepte und Entwicklungsperspektiven ER - TY - CHAP AU - Drossel, Kerstin AU - Heldt, Melanie AU - Eickelmann, Birgit ED - Kaspar, Kai ED - Becker-Mrotzek, Michael ED - Hofhues, Sandra ED - König, Johannes ED - Schmeinck, Daniela ID - 27829 T2 - Bildung, Schule und Digitalisierung TI - Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation ER - TY - BOOK AU - Eickelmann, Birgit AU - Drossel, Kerstin AU - Heldt, Melanie ID - 27832 TI - Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland ER - TY - JOUR AU - Eickelmann, Birgit AU - Drossel, Kerstin AU - Heldt, Melanie ID - 27833 IS - 3 JF - Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung TI - Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung VL - 51 ER - TY - JOUR AU - Drossel, Kerstin AU - Heldt, Melanie ID - 27834 JF - Schulmagazin 5-10 TI - Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte ER - TY - CHAP AU - Drossel, Kerstin AU - Eickelmann, Birgit ED - Keßler, Catharina I. ED - Nolte, Sonja ID - 27835 T2 - (Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit TI - Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen ER - TY - JOUR AB - Abstract Background 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. Methods 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. Results 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. Conclusions 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. AU - Drossel, Kerstin AU - Eickelmann, Birgit AU - Vennemann, Mario ID - 27837 JF - Large-scale Assessments in Education SN - 2196-0739 TI - Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain VL - 8 ER - TY - CHAP AU - Vennemann, Mario AU - Drossel, Kerstin AU - Eickelmann, Birgit ED - Eickelmann, Birgit ED - Labusch, Amelie ED - Drossel, Kerstin ED - Vennemann, Mario ID - 27840 T2 - ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich TI - Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern ER - TY - CHAP AU - Eickelmann, Birgit AU - Drossel, Kerstin AU - Gerick, Julia ED - Eickelmann, Birgit ED - Labusch, Amelie ED - Drossel, Kerstin ED - Vennemann, Mario ID - 27850 T2 - ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich TI - Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien ER - TY - CHAP AU - Eickelmann, Birgit AU - Drossel, Kerstin AU - Niemann, Jan ED - Eickelmann, Birgit ED - Labusch, Amelie ED - Drossel, Kerstin ED - Vennemann, Mario ID - 27851 T2 - ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich TI - Lehrerfortbildung zum Lernen und Lehren mit digitalen Medien ER - 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 -