[{"main_file_link":[{"url":"edusummit2019.fse.ulaval.ca/files/edusummit2019_ebook.pdf"}],"title":"Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers","date_created":"2021-11-25T15:43:34Z","author":[{"first_name":"Jo","full_name":"Tondeur, Jo","last_name":"Tondeur"},{"first_name":"Dominik","last_name":"Petko","full_name":"Petko, Dominik"},{"full_name":"Barma, Sylvie","last_name":"Barma","first_name":"Sylvie"},{"first_name":"Rhonda","full_name":"Christensen, Rhonda","last_name":"Christensen"},{"first_name":"Kerstin","last_name":"Drossel","id":"48921","full_name":"Drossel, Kerstin"},{"first_name":"Koos","last_name":"Eichhorn","full_name":"Eichhorn, Koos"},{"last_name":"Knezek","full_name":"Knezek, Gerald","first_name":"Gerald"},{"first_name":"Evode","last_name":"Mukama","full_name":"Mukama, Evode"},{"first_name":"Denise","full_name":"Schmidt-Crawford, Denise","last_name":"Schmidt-Crawford"},{"first_name":"Louise","full_name":"Starkey, Louise","last_name":"Starkey"},{"first_name":"Paul","last_name":"Thabano Nleya","full_name":"Thabano Nleya, Paul"}],"date_updated":"2022-01-06T06:57:47Z","publisher":"EDUsummIT","page":"70-75","citation":{"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} }","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.","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.","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.","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.","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."},"place":"Québec City, Canada","year":"2020","language":[{"iso":"eng"}],"department":[{"_id":"462"}],"user_id":"50923","_id":"27860","status":"public","editor":[{"first_name":"Petra","last_name":"Fisser","full_name":"Fisser, Petra"},{"first_name":"Michael","last_name":"Phillips","full_name":"Phillips, Michael"}],"publication":"Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age","type":"book_chapter"},{"_id":"27863","department":[{"_id":"462"}],"user_id":"50923","language":[{"iso":"ger"}],"publication":"Bildung, Schule und Digitalisierung","type":"book_chapter","editor":[{"first_name":"Kai","full_name":"Kaspar, Kai","last_name":"Kaspar"},{"first_name":"Michael","last_name":"Becker-Mrozek","full_name":"Becker-Mrozek, Michael"},{"first_name":"Sandra","last_name":"Hofhues","full_name":"Hofhues, Sandra"},{"full_name":"König, Johannes","last_name":"König","first_name":"Johannes"},{"full_name":"Schmeinck, Daniela","last_name":"Schmeinck","first_name":"Daniela"}],"status":"public","date_updated":"2022-01-06T06:57:47Z","publisher":"Waxmann","date_created":"2021-11-25T15:53:58Z","author":[{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"last_name":"Heldt","full_name":"Heldt, Melanie","first_name":"Melanie"},{"last_name":"Eickelmann","full_name":"Eickelmann, Birgit","first_name":"Birgit"}],"title":"Lehrer*innenbildung durch medienbezogene Kooperation","year":"2020","place":"Münster","page":"45-50","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} }","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.","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.","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.","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.","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."}},{"publication":"Large-scale Assessments in Education","type":"journal_article","status":"public","abstract":[{"lang":"eng","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>"}],"department":[{"_id":"462"}],"user_id":"50923","_id":"27864","language":[{"iso":"eng"}],"publication_identifier":{"issn":["2196-0739"]},"publication_status":"published","intvolume":"         8","page":"1-20","citation":{"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>","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>.","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>.","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>","short":"M. Heldt, C. Massek, K. Drossel, B. Eickelmann, Large-Scale Assessments in Education 8 (2020) 1–20.","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} }","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>."},"year":"2020","volume":8,"author":[{"full_name":"Heldt, Melanie","last_name":"Heldt","first_name":"Melanie"},{"full_name":"Massek, Corinna","last_name":"Massek","first_name":"Corinna"},{"first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel"},{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"}],"date_created":"2021-11-25T15:54:31Z","date_updated":"2022-01-06T06:57:47Z","doi":"10.1186/s40536-020-00090-1","title":"The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data"},{"title":"Schulschließungen und Perspektiven für die Pandemie-Zeit","author":[{"first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387","last_name":"Eickelmann"},{"full_name":"Drossel, Kerstin","id":"48921","last_name":"Drossel","first_name":"Kerstin"}],"date_created":"2021-11-25T15:57:20Z","volume":29,"date_updated":"2022-01-06T06:57:47Z","citation":{"ama":"Eickelmann B, Drossel K. Schulschließungen und Perspektiven für die Pandemie-Zeit. <i>SchulVerwaltung Baden-Württemberg</i>. 2020;29(12):328-331.","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.","chicago":"Eickelmann, Birgit, and Kerstin Drossel. “Schulschließungen und Perspektiven für die Pandemie-Zeit.” <i>SchulVerwaltung Baden-Württemberg</i> 29, no. 12 (2020): 328–31.","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.","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} }","short":"B. Eickelmann, K. Drossel, SchulVerwaltung Baden-Württemberg 29 (2020) 328–331.","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."},"page":"328-331","intvolume":"        29","year":"2020","issue":"12","language":[{"iso":"ger"}],"user_id":"50923","department":[{"_id":"462"}],"_id":"27865","status":"public","type":"journal_article","publication":"SchulVerwaltung Baden-Württemberg"},{"_id":"27866","department":[{"_id":"462"}],"user_id":"50923","language":[{"iso":"ger"}],"publication":"Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)","type":"book_chapter","editor":[{"first_name":"Dorothee M.","last_name":"Meister","full_name":"Meister, Dorothee M."},{"first_name":"Ilka","last_name":"Midt","full_name":"Midt, Ilka"}],"status":"public","publisher":"Springer","date_updated":"2022-01-06T06:57:47Z","date_created":"2021-11-25T16:00:16Z","author":[{"first_name":"Kerstin","id":"48921","full_name":"Drossel, Kerstin","last_name":"Drossel"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"}],"title":"Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen","place":"Wiesbaden","year":"2020","page":"135-153","citation":{"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.","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.","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} }","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.","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.","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.","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."}},{"status":"public","editor":[{"first_name":"Arthur","full_name":"Tatnall, Arthur","last_name":"Tatnall"}],"publication":"Encyclopedia of Education and Information Technologies","type":"book_chapter","language":[{"iso":"eng"}],"department":[{"_id":"462"}],"user_id":"50923","_id":"27867","page":"1577-1589","citation":{"short":"B. Eickelmann, K. Drossel, in: A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies, Springer, Cham, 2020, pp. 1577–1589.","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} }","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>","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>.","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.","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>. 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