School-level predictors for the use of ICT in schools and students' CIL in international comparison

The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital l...

Full description

Saved in:
Bibliographic Details
Published inLarge-scale assessments in education Vol. 5; no. 5; pp. 1 - 13
Main Authors Gerick, Julia, Eickelmann, Birgit, Bos, Wilfried
Format Journal Article
LanguageEnglish
Published New York Springer US 31.01.2017
Springer
Springer Nature B.V
SpringerOpen
Subjects
Online AccessGet full text

Cover

Loading…
Abstract The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA's (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated-along with CIL learning contexts and outcomes (such as school-level factors in different education systems)-for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school- level factors that support or hinder the use of ICT by teaching staff and students' CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems. [Author abstract]
AbstractList The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like "digital literacy" or "computer and information literacy" (CIL) is constantly gaining in importance. In the IEA's ("International Association for the Evaluation of Educational Achievement") ICILS 2013 ("International Computer and Information Literacy Study"), the aforementioned competencies were investigated--along with CIL learning contexts and outcomes (such as school-level factors in different education systems)--for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students' CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.
The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA’s ( International Association for the Evaluation of Educational Achievement ) ICILS 2013 ( International Computer and Information Literacy Study ), the aforementioned competencies were investigated—along with CIL learning contexts and outcomes (such as school-level factors in different education systems)—for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students’ CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students’ acquisition of CIL. The results also show a statistically significant correlation between the teachers’ use of ICT in schools and students’ CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.
Abstract The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA’s (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated—along with CIL learning contexts and outcomes (such as school-level factors in different education systems)—for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students’ CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students’ acquisition of CIL. The results also show a statistically significant correlation between the teachers’ use of ICT in schools and students’ CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.
The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA's (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated--along with CIL learning contexts and outcomes (such as school-level factors in different education systems)--for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students' CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.
The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA's (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated-along with CIL learning contexts and outcomes (such as school-level factors in different education systems)-for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school- level factors that support or hinder the use of ICT by teaching staff and students' CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems. [Author abstract]
ArticleNumber 5
Audience Secondary Education
Author Wilfri Bos
Julia Gerick
Birgit Eickelmann
AuthorAffiliation University of Hamburg
University of Paderborn
Technische Universität Dortmund
AuthorAffiliation_xml – name: University of Hamburg
– name: University of Paderborn
– name: Technische Universität Dortmund
Author_xml – sequence: 1
  givenname: Julia
  surname: Gerick
  fullname: Gerick, Julia
  email: julia.gerick@uni-hamburg.de
  organization: Universität Hamburg
– sequence: 2
  givenname: Birgit
  surname: Eickelmann
  fullname: Eickelmann, Birgit
  organization: University of Paderborn
– sequence: 3
  givenname: Wilfried
  surname: Bos
  fullname: Bos, Wilfried
  organization: TU Dortmund University
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1182473$$DView record in ERIC
BookMark eNp9kU9v1DAQxSNUJErpB-CAZIkDp4D_O3uEVYFFK3GgnC3HHne9ytrB9lbi2-M0VdUTJ1vzfvPGnve6u4gpQte9JfgjIYP8VDgWTPaYqB5jpnr1orukZNMqim0unt1fddelHDHGhHFKxHDZ2V_2kNLUT3APE5ozuGBrygX5lFE9ADoXQMmj3fYWhYjKA12QiQ6VenYQa_mAtrv9IoZYIUdTQ4pmQjadZpNDSfFN99KbqcD143nV_f56c7v93u9_ftttP-97K7CsvRRUeMWcB2EtZ06ywRkgkjtnvbJ0QwXngg9SjF5IZTdYgTSUb7BXZlSEXXW71dclc9RzDieT_-pkgn4opHynTa7BTqD96IlVnHkGjEvsB27kyNw4jn5kipnm9X71mnP6c4ZS9TGd2-emotvG20vlQIZGkZWyOZWSwT9NJVgv0eg1Gt2i0Us0WrWed2sP5GCf-JsfDadcsabTVS9Ni3eQn03-j-mXtSmfQtUGwlz1oda5aGeq0SG2OBdl2YFLYXFijMhHklIsMWX_ALoPs5c
CitedBy_id crossref_primary_10_1007_s12564_018_9568_z
crossref_primary_10_1080_01443410_2018_1520201
crossref_primary_10_1007_s40609_023_00331_5
crossref_primary_10_1002_isd2_12148
crossref_primary_10_29333_ejmste_106057
crossref_primary_10_3390_educsci13100979
crossref_primary_10_1080_20004508_2020_1778609
crossref_primary_10_3390_su15010494
crossref_primary_10_1016_j_ijer_2023_102136
crossref_primary_10_15700_saje_v39ns2a1771
crossref_primary_10_1108_AAOUJ_06_2020_0039
crossref_primary_10_1007_s10639_021_10800_z
crossref_primary_10_1007_s10639_021_10694_x
crossref_primary_10_1007_s11858_022_01363_5
crossref_primary_10_1007_s10639_024_12644_9
crossref_primary_10_1007_s10639_021_10690_1
crossref_primary_10_1021_acs_jchemed_0c01296
crossref_primary_10_1080_07380569_2018_1428007
crossref_primary_10_21449_ijate_995005
crossref_primary_10_1007_s40573_022_00149_2
crossref_primary_10_4236_ce_2020_1112212
crossref_primary_10_1186_s40536_020_00087_w
crossref_primary_10_3390_math10050799
crossref_primary_10_3389_feduc_2024_1264894
crossref_primary_10_1186_s40536_017_0053_7
crossref_primary_10_3390_su13063317
Cites_doi 10.1016/j.compedu.2014.12.019
10.1111/jcal.12029
10.1016/j.compedu.2007.05.003
10.1111/jcal.12032
10.1177/0735633116649373
10.1111/jcal.12065
10.1007/s10639-016-9476-y
10.1007/s10639-016-9498-5
10.1007/978-3-319-14222-7
ContentType Journal Article
Copyright The Author(s) 2017
Large-scale Assessments in Education is a copyright of Springer, 2017.
Copyright_xml – notice: The Author(s) 2017
– notice: Large-scale Assessments in Education is a copyright of Springer, 2017.
DBID C6C
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
AAYXX
CITATION
0-V
3V.
7XB
88B
8A4
8FK
ABUWG
AFKRA
ALSLI
AZQEC
BENPR
CCPQU
CJNVE
DWQXO
GNUQQ
M0P
PIMPY
PQEDU
PQEST
PQQKQ
PQUKI
PRINS
Q9U
DOA
DOI 10.1186/s40536-017-0037-7
DatabaseName SpringerOpen
ERIC
ERIC (Ovid)
ERIC
ERIC
ERIC (Legacy Platform)
ERIC( SilverPlatter )
ERIC
ERIC PlusText (Legacy Platform)
Education Resources Information Center (ERIC)
ERIC
CrossRef
ProQuest Social Sciences Premium Collection【Remote access available】
ProQuest Central (Corporate)
ProQuest Central (purchase pre-March 2016)
Education Database (Alumni Edition)
Education Periodicals
ProQuest Central (Alumni) (purchase pre-March 2016)
ProQuest Central (Alumni)
ProQuest Central
Social Science Premium Collection
ProQuest Central Essentials
ProQuest Central
ProQuest One Community College
Education Collection
ProQuest Central Korea
ProQuest Central Student
Education Database
Publicly Available Content Database
ProQuest One Education
ProQuest One Academic Eastern Edition (DO NOT USE)
ProQuest One Academic
ProQuest One Academic UKI Edition
ProQuest Central China
ProQuest Central Basic
DOAJ Directory of Open Access Journals
DatabaseTitle ERIC
CrossRef
Publicly Available Content Database
ProQuest One Education
Social Science Premium Collection
Education Collection
ProQuest Central Student
ProQuest Central Basic
ProQuest Education Journals
ProQuest Central Essentials
ProQuest One Academic Eastern Edition
ProQuest Central (Alumni Edition)
ProQuest One Community College
ProQuest Professional Education
ProQuest Central China
ProQuest Central
ProQuest Social Sciences Premium Collection
ProQuest One Academic UKI Edition
ProQuest Central Korea
ProQuest One Academic
ProQuest Education Journals (Alumni Edition)
ProQuest Central (Alumni)
DatabaseTitleList ERIC


Publicly Available Content Database

Database_xml – sequence: 1
  dbid: C6C
  name: Springer Open Access
  url: http://www.springeropen.com/
  sourceTypes: Publisher
– sequence: 2
  dbid: DOA
  name: DOAJ Directory of Open Access Journals
  url: https://www.doaj.org/
  sourceTypes: Open Website
– sequence: 3
  dbid: ERI
  name: ERIC
  url: https://eric.ed.gov/
  sourceTypes: Index Database
– sequence: 4
  dbid: BENPR
  name: ProQuest Central
  url: https://www.proquest.com/central
  sourceTypes: Aggregation Database
DeliveryMethod fulltext_linktorsrc
Discipline Education
Law
EISSN 2196-0739
ERIC EJ1182473
EndPage 13
ExternalDocumentID oai_doaj_org_article_fbf1c743f3e3460f84a6b3dbbbfb373a
4312385421
10_1186_s40536_017_0037_7
EJ1182473
10.3316/aeipt.220602
Genre Journal articles overseas
GeographicLocations Czech Republic
Australia
Norway
Germany
Austria
GeographicLocations_xml – name: Czech Republic
– name: Germany
– name: Australia
– name: Norway
– name: Austria
GroupedDBID -A0
0-V
0R~
3V.
5VS
8A4
AAFWJ
AAHSB
AAKKN
AAYZJ
ABEEZ
ABUWG
ACACY
ACGFS
ACULB
ADBBV
ADINQ
AFGXO
AFKRA
AFPKN
AHBXF
AHBYD
AHYZX
AIKWM
ALMA_UNASSIGNED_HOLDINGS
ALSLI
AMKLP
ARALO
AZQEC
BCNDV
BENPR
BPHCQ
C24
C6C
CCPQU
CJNVE
DWQXO
EBS
EJD
GNUQQ
GROUPED_DOAJ
KQ8
M0P
M~E
OK1
PIMPY
PQEDU
PQQKQ
PROAC
RNS
RSV
SOJ
ABSRN
AFNRJ
AHSBF
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
IAO
IPNFZ
ITC
PET
REK
RIG
WWN
AAYXX
CITATION
7XB
8FK
PQEST
PQUKI
PRINS
Q9U
ID FETCH-LOGICAL-c506t-6525f73dfe5cc43d638dae164ddcf7c29254454865bf567c907e6a2490f7ab713
IEDL.DBID C24
ISSN 2196-0739
IngestDate Tue Dec 17 15:27:38 EST 2024
Tue Nov 12 22:00:18 EST 2024
Fri Aug 23 00:38:27 EDT 2024
Tue Dec 10 19:23:56 EST 2024
Sat Dec 16 12:00:52 EST 2023
Fri Jul 26 13:22:13 EDT 2024
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 5
Keywords ICT use
IEA ICILS 2013
Student achievement
Multilevel approach
Computer and information literacy
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c506t-6525f73dfe5cc43d638dae164ddcf7c29254454865bf567c907e6a2490f7ab713
Notes Large-scale Assessments in Education; v.5 n.5; December 2017
13p. Includes bibliographical references.
OpenAccessLink http://link.springer.com/10.1186/s40536-017-0037-7
PQID 1865256818
PQPubID 2034696
PageCount 13
ParticipantIDs crossref_primary_10_1186_s40536_017_0037_7
eric_primary_EJ1182473
springer_journals_10_1186_s40536_017_0037_7
doaj_primary_oai_doaj_org_article_fbf1c743f3e3460f84a6b3dbbbfb373a
proquest_journals_1865256818
rmit_aeipt_https_data_informit_org_doi_10_3316_aeipt_220602
PublicationCentury 2000
PublicationDate 2017-01-31
PublicationDateYYYYMMDD 2017-01-31
PublicationDate_xml – month: 01
  year: 2017
  text: 2017-01-31
  day: 31
PublicationDecade 2010
PublicationPlace New York
PublicationPlace_xml – name: New York
– name: Heidelberg
PublicationSubtitle An IEA-ETS Research Institute Journal
PublicationTitle Large-scale assessments in education
PublicationTitleAbbrev Large-scale Assess Educ
PublicationYear 2017
Publisher Springer US
Springer
Springer Nature B.V
SpringerOpen
Publisher_xml – sequence: 0
  name: Springer
– sequence: 0
  name: SpringerOpen
– name: Springer US
– name: Springer Nature B.V
References Voogt, Erstad, Dede, Mishra (CR29) 2013; 29
CR19
Eickelmann, Bos, Gerick, Kahnert, Bos, Eickelmann, Gerick, Goldhammer, Schaumburg, Schwippert, Senkbeil, Schulz-Zander, Wendt (CR9) 2014
CR16
CR15
Voogt, Knezek (CR30) 2008
Petko, Egger, Cantieni, Wespi (CR27) 2015; 84
Eickelmann (CR7) 2011; 3
Petko, Cantieni, Prasse (CR26) 2016
Muthén, Kaplan (CR24) 2004
Tondeur, van Keer, van Braak, Valcke (CR28) 2008; 51
Eickelmann (CR8) 2016; 44
Hatlevik, Ottestad, Throndsen (CR18) 2014
Davis, Eickelmann, Zaka (CR3) 2013; 29
Enders, Hancock, Mueller (CR13) 2006
CR4
Kozma (CR20) 2003
Anderson, Voogt, Knezek (CR1) 2008
Eickelmann, Schaumburg, Drossel, Lorenz, Bos, Eickelmann, Gerick, Goldhammer, Schaumburg, Schwippert, Senkbeil, Schulz-Zander, Wendt (CR10) 2014
Meinck, Cortes, Jung, Carstens (CR22) 2015
CR5
Eickelmann, Gerick, Koop (CR11) 2016
Erstad, Quale, Plomp, Anderson, Law, Quale (CR14) 2009
Fraillon, Schulz, Ainley (CR17) 2013
CR25
CR23
Bos, Eickelmann, Gerick, Goldhammer, Schaumburg, Schwippert, Senkbeil, Schulz-Zander, Wendt (CR2) 2014
Law, Pelgrum, Plomp (CR21) 2008
Eickelmann, Lorenz, Endberg, Bos, Lorenz, Endberg, Eickelmann, Kammerl, Welling (CR12) 2016
37_CR19
R Kozma (37_CR20) 2003
B Eickelmann (37_CR10) 2014
J Fraillon (37_CR17) 2013
N Davis (37_CR3) 2013; 29
(37_CR21) 2008
D Petko (37_CR27) 2015; 84
B Eickelmann (37_CR11) 2016
37_CR15
37_CR16
J Tondeur (37_CR28) 2008; 51
CK Enders (37_CR13) 2006
OE Hatlevik (37_CR18) 2014
S Meinck (37_CR22) 2015
R Anderson (37_CR1) 2008
J Voogt (37_CR29) 2013; 29
B Eickelmann (37_CR9) 2014
37_CR4
37_CR5
B Eickelmann (37_CR8) 2016; 44
B Eickelmann (37_CR7) 2011; 3
BO Muthén (37_CR24) 2004
D Petko (37_CR26) 2016
O Erstad (37_CR14) 2009
37_CR23
(37_CR2) 2014
(37_CR30) 2008
B Eickelmann (37_CR12) 2016
37_CR25
References_xml – year: 2016
  ident: CR26
  article-title: Perceived quality of educational technology matters: A secondary analysis of students’ ICT use, ICT-related attitudes and PISA 2012 test scores
  publication-title: Journal of Educational Computing Research
  contributor:
    fullname: Prasse
– start-page: 3
  year: 2008
  end-page: 22
  ident: CR1
  article-title: Implications of the information and knowledge society for education
  publication-title: International handbook of information technology in primary and secondary education
  contributor:
    fullname: Knezek
– volume: 44
  start-page: 3
  year: 2016
  end-page: 4
  ident: CR8
  article-title: Digital natives or just kids with smartphones?—The story of ICILS in Germany
  publication-title: IEA Newsletter
  contributor:
    fullname: Eickelmann
– ident: CR4
– ident: CR16
– volume: 84
  start-page: 49
  issue: 1
  year: 2015
  end-page: 61
  ident: CR27
  article-title: Digital media adoption in schools: Bottom–up, top–down, complementary or optional?
  publication-title: Computers & Education
  doi: 10.1016/j.compedu.2014.12.019
  contributor:
    fullname: Wespi
– year: 2014
  ident: CR18
  article-title: Predictors of digital competence in 7th grade: a multilevel analysis
  publication-title: Journal of Computer Assisted learning
  contributor:
    fullname: Throndsen
– ident: CR25
– ident: CR23
– volume: 29
  start-page: 403
  issue: 5
  year: 2013
  end-page: 413
  ident: CR29
  article-title: Challenges to learning and schooling in the digital networked world of the 21st century
  publication-title: Journal of Computer Assisted learning
  doi: 10.1111/jcal.12029
  contributor:
    fullname: Mishra
– year: 2013
  ident: CR17
  publication-title: International Computer and Information Literacy Study: Assessment framework
  contributor:
    fullname: Ainley
– ident: CR19
– start-page: 551
  year: 2009
  end-page: 568
  ident: CR14
  article-title: National policies and practices on ICT in education: Norway
  publication-title: Cross-national information and communication technology. Policy and practices in education
  contributor:
    fullname: Quale
– year: 2008
  ident: CR30
  publication-title: International handbook of information technology in primary and secondary education
  contributor:
    fullname: Knezek
– start-page: 313
  year: 2006
  end-page: 342
  ident: CR13
  article-title: Analyzing structural equation models with missing data
  publication-title: Structural equation modeling: A second course
  contributor:
    fullname: Mueller
– ident: CR15
– year: 2014
  ident: CR2
  publication-title: ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich
  contributor:
    fullname: Wendt
– year: 2016
  ident: CR11
  article-title: ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: which role do school level factors play
  publication-title: Journal for Education and Information Technologies
  contributor:
    fullname: Koop
– volume: 51
  start-page: 212
  issue: 1
  year: 2008
  end-page: 223
  ident: CR28
  article-title: ICT integration in the classroom: Challenging the potential of a school policy
  publication-title: Computers & Education
  doi: 10.1016/j.compedu.2007.05.003
  contributor:
    fullname: Valcke
– volume: 29
  start-page: 438
  issue: 5
  year: 2013
  end-page: 450
  ident: CR3
  article-title: Restructuring of educational systems in the digital age from a co-evolutionary perspective
  publication-title: Journal of Computer-Assisted Learning.
  doi: 10.1111/jcal.12032
  contributor:
    fullname: Zaka
– start-page: 345
  year: 2004
  end-page: 368
  ident: CR24
  article-title: Latent variable analysis. Growth mixture modeling and related techniques for longitudinal data
  publication-title: The Sage handbook of quantitative methodology
  contributor:
    fullname: Kaplan
– start-page: 197
  year: 2014
  end-page: 229
  ident: CR10
  article-title: Schulische Nutzung von neuen Technologien in Deutschland im internationalen Vergleich
  publication-title: -
  contributor:
    fullname: Wendt
– start-page: 149
  year: 2016
  end-page: 182
  ident: CR12
  article-title: Die eingeschätzte Relevanz der Phasen der Lehrerausbildung hinsichtlich der Vermittlung didaktischer und methodischer Kompetenzen von Lehrpersonen für den schulischen Einsatz digitaler Medien in Deutschland und im Bundesländervergleich
  publication-title: Schule digital—der Länderindikator 2016. Kompetenzen von Lehrpersonen der Sekundarstufe I im Umgang mit digitalen Medien im Bundesländervergleich
  contributor:
    fullname: Welling
– ident: CR5
– start-page: 37
  year: 2015
  end-page: 47
  ident: CR22
  article-title: Weights and variance estimation for ICILS 2013
  publication-title: ICILS 2013 user guide for the international database
  contributor:
    fullname: Carstens
– start-page: 43
  year: 2014
  end-page: 81
  ident: CR9
  article-title: Anlage, Durchführung und Instrumentierung von ICILS 2013
  publication-title: -
  contributor:
    fullname: Wendt
– year: 2008
  ident: CR21
  publication-title: Pedagogy and ICT use in schools around the world. Findings from the IEA SITES 2006 study
  contributor:
    fullname: Plomp
– year: 2003
  ident: CR20
  publication-title: Technology, innovation, and educational change: A global perspective
  contributor:
    fullname: Kozma
– volume: 3
  start-page: 75
  issue: 1
  year: 2011
  end-page: 103
  ident: CR7
  article-title: Supportive and hindering factors to a sustainable implementation of ICT in schools
  publication-title: Journal for Educational Research Online
  contributor:
    fullname: Eickelmann
– start-page: 43
  volume-title: ICILS 2013—Computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich
  year: 2014
  ident: 37_CR9
  contributor:
    fullname: B Eickelmann
– start-page: 313
  volume-title: Structural equation modeling: A second course
  year: 2006
  ident: 37_CR13
  contributor:
    fullname: CK Enders
– volume-title: ICILS 2013. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich
  year: 2014
  ident: 37_CR2
– start-page: 3
  volume-title: International handbook of information technology in primary and secondary education
  year: 2008
  ident: 37_CR1
  contributor:
    fullname: R Anderson
– volume-title: International handbook of information technology in primary and secondary education
  year: 2008
  ident: 37_CR30
– volume: 3
  start-page: 75
  issue: 1
  year: 2011
  ident: 37_CR7
  publication-title: Journal for Educational Research Online
  contributor:
    fullname: B Eickelmann
– start-page: 551
  volume-title: Cross-national information and communication technology. Policy and practices in education
  year: 2009
  ident: 37_CR14
  contributor:
    fullname: O Erstad
– volume: 84
  start-page: 49
  issue: 1
  year: 2015
  ident: 37_CR27
  publication-title: Computers & Education
  doi: 10.1016/j.compedu.2014.12.019
  contributor:
    fullname: D Petko
– start-page: 149
  volume-title: Schule digital—der Länderindikator 2016. Kompetenzen von Lehrpersonen der Sekundarstufe I im Umgang mit digitalen Medien im Bundesländervergleich
  year: 2016
  ident: 37_CR12
  contributor:
    fullname: B Eickelmann
– year: 2016
  ident: 37_CR26
  publication-title: Journal of Educational Computing Research
  doi: 10.1177/0735633116649373
  contributor:
    fullname: D Petko
– volume: 29
  start-page: 438
  issue: 5
  year: 2013
  ident: 37_CR3
  publication-title: Journal of Computer-Assisted Learning.
  doi: 10.1111/jcal.12032
  contributor:
    fullname: N Davis
– year: 2014
  ident: 37_CR18
  publication-title: Journal of Computer Assisted learning
  doi: 10.1111/jcal.12065
  contributor:
    fullname: OE Hatlevik
– volume: 44
  start-page: 3
  year: 2016
  ident: 37_CR8
  publication-title: IEA Newsletter
  contributor:
    fullname: B Eickelmann
– volume: 51
  start-page: 212
  issue: 1
  year: 2008
  ident: 37_CR28
  publication-title: Computers & Education
  doi: 10.1016/j.compedu.2007.05.003
  contributor:
    fullname: J Tondeur
– ident: 37_CR15
– ident: 37_CR19
– start-page: 197
  volume-title: ICILS 2013—Computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich
  year: 2014
  ident: 37_CR10
  contributor:
    fullname: B Eickelmann
– ident: 37_CR5
  doi: 10.1007/s10639-016-9476-y
– volume: 29
  start-page: 403
  issue: 5
  year: 2013
  ident: 37_CR29
  publication-title: Journal of Computer Assisted learning
  doi: 10.1111/jcal.12029
  contributor:
    fullname: J Voogt
– volume-title: Pedagogy and ICT use in schools around the world. Findings from the IEA SITES 2006 study
  year: 2008
  ident: 37_CR21
– volume-title: Technology, innovation, and educational change: A global perspective
  year: 2003
  ident: 37_CR20
  contributor:
    fullname: R Kozma
– year: 2016
  ident: 37_CR11
  publication-title: Journal for Education and Information Technologies
  doi: 10.1007/s10639-016-9498-5
  contributor:
    fullname: B Eickelmann
– ident: 37_CR16
  doi: 10.1007/978-3-319-14222-7
– volume-title: International Computer and Information Literacy Study: Assessment framework
  year: 2013
  ident: 37_CR17
  contributor:
    fullname: J Fraillon
– start-page: 37
  volume-title: ICILS 2013 user guide for the international database
  year: 2015
  ident: 37_CR22
  contributor:
    fullname: S Meinck
– ident: 37_CR25
– ident: 37_CR23
– start-page: 345
  volume-title: The Sage handbook of quantitative methodology
  year: 2004
  ident: 37_CR24
  contributor:
    fullname: BO Muthén
– ident: 37_CR4
SSID ssj0001342158
Score 2.2653701
Snippet The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to...
The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to...
Abstract The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have...
SourceID doaj
proquest
crossref
eric
springer
rmit
SourceType Open Website
Aggregation Database
Index Database
Publisher
StartPage 1
SubjectTerms Academic Achievement
Assessment
Barriers
Communications technology
Comparative studies
Computer and information literacy
Computer Assisted Testing
Computer literacy
Computers
Correlation
Cross Cultural Studies
Cultural Differences
Economic Status
Education
Educational Environment
Educational Objectives
Educational Policy and Politics
Educational Technology
Faculty Development
Foreign Countries
Grade 8
Humanities
ICT in education
ICT use
IEA ICILS 2013
Information and communications technology
Information literacy
Information technology
International
International comparisons
International Computer and Information Literacy Study (ICILS)
Law
Multilevel approach
Principals
Professional Development
Questionnaires
Research Design
School Districts
Secondary education
Secondary School Students
Secondary Schools
Self Efficacy
Slavic Languages
Statistical Analysis
Statistics for Social Sciences
Student achievement
Student Development
Student Surveys
Teacher Competencies
Teacher Participation
Teaching Methods
Technological Literacy
Technology Uses in Education
Testing and Evaluation
SummonAdditionalLinks – databaseName: DOAJ Directory of Open Access Journals
  dbid: DOA
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1LSx0xFA7iqhvpS5xWJYuuKoOZPGdwVS-KSulKwV3IE4QyinPd92_07_lLPCeZe7ltKd10OxOG5JxkzvclJ98h5JNXrkssipYNQQFBcbDmcnRtp7kblIwYFjHb4pu-uJFXt-p2o9QX5oRVeeBquOPscxcgzGWRhNQs99JpL6L3PnthRIVGjG-QqbK7IiTEsn4-xux6fTwBMhFInk2Lmiut-SUQFb3-31OeEWuWa_V_nJKW4HP-muzMqJF-qb19Q7bS-BYLLs_JGe9Iqmqa7XfMAaIPj3j8gnV0KGBSChiPPk2J3md6ubimdyOdSuuJujHSqapbTs8_ftLF5Vd8fbe5TUjDulThe3Jzfna9uGjnCgptUEwvW624ykbEnFQIUkRYbNElYEgxhmwCH4pAmey18llpE4ApJ-2AkbFsnAf-uku2x_sx7RGahpCZdA4o7SALSgAsYrhHYVusUteQzytz2ocqlGELwei1rba3YHuUIjXWNOQUDb5uiBrX5QF43s6et__yfEN20V3rj5xdIVmSRjRkf-VAO6_IyUI_wBga8ElDTtCp1iX4K5drTZPFdFxbpWrhDfYCIgr2X4hOzy05Z5rxhhyt5sLGx_820A__Y6AfySte5m0HEXOfbC8fn9IBQKGlPyyz_gXTJwS8
  priority: 102
  providerName: Directory of Open Access Journals
– databaseName: ProQuest Central
  dbid: BENPR
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV1baxQxFA66ffFFvBVHq-RBEJTQmUkmmcEHscuWtkgRaaFvIVcplNl1s_3_npPJbquir5MQMieX833JyXcIeWc704Tac1YPrgOCYmDNRW9YI1szdMKjW8Roi3N5cinOrrqrcuCWSljldk_MG7VfOjwjP2x62bWoltV_Xv1kmDUKb1dLCo2HZK9teN_PyN7R4vzb97tTFi7Ap_XlOhPaOEyAUDiSaMVQe4Wp3xxS1u3_M_QZMWd-Xv_XbWl2QsdPyOOCHumXabifkgdhfIaJl0uQxnPiJlVNdoOxQHS1xmsYzKdDAZtSwHr0NgW6jPR0fkGvR5py7UTN6GmaVC7Tezo__YqF1_cPC6nbJSx8QS6PFxfzE1byKDDX1XLD0HBRcR9D55zgHpacNwF4kvcuKtcOWaZMgIFt7KRywJeDNMDL6qiMBRa7T2bjcgwvCQ2Di7UwBojtIDJWAESiWovytpirriIftsbUq0kuQ2ea0Us9WV6D5VGQVGlVkSM0964iKl3nD8v1D10Wjo42Ng5gTuSBC1nHXhhpubfWRssVNxXZx8HaNbI4Q8okFK_IwXb4dFmXSd_Noop8wiHVJsDenB83JY1BuXoSrIUS7AX4Few_540sNdu2lnVbkY_bmXCv8X_96Kv_d-U1edTm-diARzwgs836NrwBqLOxb8t8_gXwHvpP
  priority: 102
  providerName: ProQuest
Title School-level predictors for the use of ICT in schools and students' CIL in international comparison
URI https://search.informit.org/documentSummary;res=AEIPT;dn=220602
https://link.springer.com/article/10.1186/s40536-017-0037-7
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1182473
https://www.proquest.com/docview/1865256818
https://doaj.org/article/fbf1c743f3e3460f84a6b3dbbbfb373a
Volume 5
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwlV1Lb9QwEB71ceGCoFARKCsfOIEC2fiViBNdbdVWVYVQK_Vm-Ykqqmy12Yorf4O_xy9hxsmuyuvAJYfEG3k9nsz32eNvAF45aaexCrysWi-RoFj0uRRsOVW1baUIFBYp2-JcHV-K0yt5tQX1Zumi-_J2vSOZP9TZqxv1rkdkwYn86pI0U0q9DbuIHXjeoB1POOR1FS4wijXjBuZff_lLCMpK_b8nOxPKzAfq_9gfzWHn6BE8HPEi-zAY-DFsxW6PSi2PaRl7sH1mvz6BOKhpljeUA8Rul7T9QnV0GGJShhiP3fWRLRI7mV2w6471uXXPbBdYP6hb9j--fWezkzN6fH1_mZD5TanCp3B5NL-YHZdjBYXSy0qtSiVrmTQPKUrvBQ_obMFGZEgh-KR93WaBMtEo6ZJU2iNTjsoiI6uStg756z7sdIsuPgMWW58qYS1S2lZklIBYRNeOhG2pSl0Br9eDam4HoQyTCUajzGABgxYgKVJtdAGHNOybhqRxnW8slp_N6DImuTT1CHASj1yoKjXCKseDcy45rrktYJ-MtnnJ_JTIktC8gIO1Gc3okb3BfuBgKMQnBbwn0xob8aucjzX1htJxzSBVi0-oFxhRqP-cT9XYsq4rVdUFvFnPiHsv_9cfff5frV_AgzpP0ymGxgPYWS3v4kvEPCs3gd3D-fnHT5M82emqZpO8fjDJjP8nhaX8Ng
link.rule.ids 220,314,780,784,864,2102,21388,27924,27925,33744,41119,41120,42188,42189,43805,51576,52233,74302
linkProvider Springer Nature
linkToHtml http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV1bb9MwFLage4AXxG0ibIAfkJBA0ZLYsRPxgFjVqR2lQqiT9mb5iiahtGu6_885jtsNELzGluUcX8732cffIeStqXXpC8fyorU1EBQNay44nZei0m3NHbpFjLZYiOkFP7-sL9OBW5_CKnd7Ytyo3criGflJ2Yi6QrWs5tP6OsesUXi7mlJo3CcHqJxej8jB6WTx7fvtKQvj4NOadJ0JbZz0gFAYkmiZo_ZKLn9zSFG3_8_QZ8Sc8Xn9X7el0QmdPSaPEnqkn4fhfkLu-e4pJl5OQRrPiB1UNfOfGAtE1xu8hsF8OhSwKQWsR296T1eBzsZLetXRPtbuqe4c7QeVy_4dHc_mWHh197CQ2n3Cwufk4myyHE_zlEcht3UhtjkaLkjmgq-t5czBknPaA09yzgZpqzbKlHEwsAm1kBb4shcaeFkRpDbAYg_JqFt1_gWhvrWh4FoDsW15xAqASGRlUN4Wc9Vl5P3OmGo9yGWoSDMaoQbLK7A8CpJKJTNyiubeV0Sl6_hhtfmh0sJRwYTSAswJzDMuitBwLQxzxphgmGQ6I4c4WPtGJudImbhkGTneDZ9K67JXt7MoIx9xSJX2sDfHx029wqBcNQjWQgn2AvwK9p-xUqSaVVWIosrIh91MuNP4v3705f-78oY8mC6_ztV8tvhyRB5WcW6W4B2PyWi7ufGvAPZszes0t38BxiL9Nw
linkToPdf http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV3daxQxEA96BfGl-FVcrZoHQVCW291kk118EHve0avlKNJC30I-S0H2rrfX_9-ZbO5aFX3dhJCdmWTml0x-Q8h7U-vSF47lRWtrACga1lxwOi9FpduaO3SLmG2xEMcX_OSyvkz5T31Kq9zuiXGjdkuLZ-TjshF1hWxZzTiktIizb7Mvq5scK0jhTWsqp_GQ7IFXLKoR2TuaLs5-3J24MA7-rUlXmzDeuIdohSGgljnysOTyN-cUOfz_TIPG-DM-tf_r5jQ6pNkTsp8iSfp1UP1T8sB3z7AIc0rYeE7swLCZ_8S8ILpa45UM1tahEKdSiPvobe_pMtD55Jxed7SPvXuqO0f7gfGy_0An81NsvL5_cEjtrnjhC3Ixm55PjvNUUyG3dSE2OQoxSOaCr63lzMHyc9oDZnLOBmmrNlKWcRC2CbWQFrCzFxowWhGkNoBoD8ioW3b-JaG-taHgWgPIbXmMGyA6kZVBqlusW5eRj1thqtVAnaEi5GiEGiSvQPJITiqVzMgRinvXEVmv44fl-kqlRaSCCaUF5QbmGRdFaLgWhjljTDBMMp2RA1TWbpDpCcInLllGDrfqU2mN9urOojLyGVWqtId9Oj506hUm6KqBvBZacBbgY3D-jJUi9ayqQhRVRj5tLeHe4P_60Vf_n8o78gjMWp3OF99fk8dVNM0SHOUhGW3Wt_4NREAb8zaZ9i-8QQFz
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=School-Level+Predictors+for+the+Use+of+ICT+in+Schools+and+Students%27+CIL+in+International+Comparison&rft.jtitle=Large-scale+assessments+in+education&rft.au=Gerick%2C+Julia&rft.au=Eickelmann%2C+Birgit&rft.au=Bos%2C+Wilfried&rft.date=2017-01-31&rft.pub=Springer&rft.issn=2196-0739&rft.eissn=2196-0739&rft.volume=5&rft_id=info:doi/10.1186%2Fs40536-017-0037-7&rft.externalDocID=EJ1182473
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2196-0739&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2196-0739&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2196-0739&client=summon