Birgit Eickelmann

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Recent developments in educational innovation and new technologies have made tensions between old and new models of schooling more apparent, creating new demands upon teachers as agents of change. Looking back at the last 20 years, it is clear that important steps in development have tried to find a good balance between technology- and pedagogy-driven(More)
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school(More)
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including(More)
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(More)
This brief paper has been commissioned to inform the policy and decision makers as well as leading educators attending the EduSummIT11 at UNESCO in Paris 8-10th June 2011.The aim of this brief paper is to set the stage for discussions to identify the most effective policies and strategies to promote transformative and sustainable ICT-enabled changes in(More)
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