@article{27859, author = {{Heldt, Melanie and Drossel, Kerstin and Eickelmann, Birgit}}, journal = {{Schulmanagement-Handbuch}}, number = {{3}}, pages = {{19--37}}, title = {{{Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland}}}, volume = {{175}}, year = {{2020}}, } @inbook{27860, 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 Thabano Nleya, Paul}}, booktitle = {{Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age}}, editor = {{Fisser, Petra and Phillips, Michael}}, pages = {{70--75}}, publisher = {{EDUsummIT}}, title = {{{Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers}}}, year = {{2020}}, } @inbook{27863, author = {{Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}}, booktitle = {{Bildung, Schule und Digitalisierung}}, editor = {{Kaspar, Kai and Becker-Mrozek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}}, pages = {{45--50}}, publisher = {{Waxmann}}, title = {{{Lehrer*innenbildung durch medienbezogene Kooperation}}}, year = {{2020}}, } @article{27864, abstract = {{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. }}, author = {{Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, pages = {{1--20}}, title = {{{The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}}}, doi = {{10.1186/s40536-020-00090-1}}, volume = {{8}}, year = {{2020}}, } @article{27865, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, journal = {{SchulVerwaltung Baden-Württemberg}}, number = {{12}}, pages = {{328--331}}, title = {{{Schulschließungen und Perspektiven für die Pandemie-Zeit}}}, volume = {{29}}, year = {{2020}}, } @inbook{27866, author = {{Drossel, Kerstin and Eickelmann, Birgit}}, booktitle = {{Mobile Medien im Schulkontext (Reihe Medienbildung und Gesellschaft)}}, editor = {{Meister, Dorothee M. and Midt, Ilka}}, pages = {{135--153}}, publisher = {{Springer}}, title = {{{Der Einsatz von Tablets am Gymnasium und der Zusammenhang mit der Entwicklung computerbezogener Kompetenzen von Schüler*innen}}}, year = {{2020}}, } @inbook{27867, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, booktitle = {{Encyclopedia of Education and Information Technologies}}, editor = {{Tatnall, Arthur}}, isbn = {{9783030105754}}, pages = {{1577--1589}}, publisher = {{Springer}}, title = {{{Students’ computer literacy and the use of tablets in upper secondary schools}}}, doi = {{10.1007/978-3-030-10576-1}}, year = {{2020}}, } @book{27869, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, publisher = {{Vodafone Stiftung}}, title = {{{Digitales Potenzial. Erfolgreiche Förderung digitaler Kompetenzen von Schülerinnen und Schülern an nicht-gymnasialen Schulen der Sekundarstufe I}}}, year = {{2020}}, } @misc{27873, author = {{Teidla-Kunitsõn, Gertha}}, publisher = {{LibreCat University}}, title = {{{ICT usage across Europe: A literature review and an overview of existing data}}}, doi = {{10.6084/M9.FIGSHARE.12906737}}, year = {{2020}}, } @article{21016, author = {{Dalvandi, Sadegh and Doherty, Simon and Dongol, Brijesh and Wehrheim, Heike}}, journal = {{Dagstuhl Artifacts Ser.}}, number = {{2}}, pages = {{15:1--15:2}}, title = {{{Owicki-Gries Reasoning for C11 RAR (Artifact)}}}, doi = {{10.4230/DARTS.6.2.15}}, volume = {{6}}, year = {{2020}}, } @inproceedings{21017, author = {{Dalvandi, Sadegh and Doherty, Simon and Dongol, Brijesh and Wehrheim, Heike}}, booktitle = {{34th European Conference on Object-Oriented Programming, {ECOOP} 2020, November 15-17, 2020, Berlin, Germany (Virtual Conference)}}, editor = {{Hirschfeld, Robert and Pape, Tobias}}, pages = {{11:1--11:26}}, publisher = {{Schloss Dagstuhl - Leibniz-Zentrum f{\"{u}}r Informatik}}, title = {{{Owicki-Gries Reasoning for C11 RAR}}}, doi = {{10.4230/LIPIcs.ECOOP.2020.11}}, volume = {{166}}, year = {{2020}}, } @inproceedings{21018, author = {{Richter, Cedric and Wehrheim, Heike}}, booktitle = {{35th {IEEE/ACM} International Conference on Automated Software Engineering, {ASE} 2020, Melbourne, Australia, September 21-25, 2020}}, pages = {{1016--1028}}, publisher = {{{IEEE}}}, title = {{{Attend and Represent: A Novel View on Algorithm Selection for Software Verification}}}, year = {{2020}}, } @proceedings{21019, editor = {{Ahrendt, Wolfgang and Wehrheim, Heike}}, isbn = {{978-3-030-50994-1}}, publisher = {{Springer}}, title = {{{Tests and Proofs - 14th International Conference, TAP@STAF 2020, Bergen, Norway, June 22-23, 2020, Proceedings [postponed]}}}, doi = {{10.1007/978-3-030-50995-8}}, volume = {{12165}}, year = {{2020}}, } @article{21022, author = {{Allgaier, M. and Ansari, V. and Donohue, J. M. and Eigner, Christof and Quiring, V. and Ricken, R. and Brecht, Benjamin and Silberhorn, Christine}}, issn = {{2469-9926}}, journal = {{Physical Review A}}, title = {{{Pulse shaping using dispersion-engineered difference frequency generation}}}, doi = {{10.1103/physreva.101.043819}}, volume = {{101}}, year = {{2020}}, } @article{21024, author = {{Ansari, Vahid and Donohue, John M. and Brecht, Benjamin and Silberhorn, Christine}}, issn = {{1094-4087}}, journal = {{Optics Express}}, number = {{19}}, title = {{{Remotely projecting states of photonic temporal modes}}}, doi = {{10.1364/oe.395593}}, volume = {{28}}, year = {{2020}}, } @inbook{21078, author = {{Menke, Peter}}, booktitle = {{Kommunikationsdynamiken zwischen Mündlichkeit und Schriftlichkeit. Festschrift für Barbara Job zum 60. Geburtstag}}, editor = {{Kluge, Bettina and Mihatsch, Wiltrud and Schaller, Birte}}, pages = {{225–244}}, publisher = {{Narr Francke Attempto}}, title = {{{»ich wusste doch irgendwas war zu einfach«. Gesprächsanalytische Betrachtungen von Proberunden zum Lernen von Gesellschaftsspielen}}}, year = {{2020}}, } @misc{21117, author = {{Manegold, Philipp}}, title = {{{On Batch Proofs of Partial Knowledge}}}, year = {{2020}}, } @misc{21118, author = {{Anonymous, Anonymous}}, title = {{{Measuring the Performance of SNARK Libraries}}}, year = {{2020}}, } @misc{21119, author = {{Westerwelle, Max}}, title = {{{Trapdoors and Sampling Procedures for Lattice-Based Cryptographic Constructions}}}, year = {{2020}}, } @misc{21121, author = {{Anonymous, Anonymous}}, title = {{{Benchmarking the Efficiency of Secure Multiparty Computation for Real World Problems}}}, year = {{2020}}, }