h1

% IMPORTANT: The following is UTF-8 encoded.  This means that in the presence
% of non-ASCII characters, it will not work with BibTeX 0.99 or older.
% Instead, you should use an up-to-date BibTeX implementation like “bibtex8” or
% “biber”.

@PHDTHESIS{Katzer:972522,
      author       = {Katzer, Christoph Jochen},
      othercontributors = {Kommer, Sven and Biermann, Ralf},
      title        = {{B}edingungsfaktoren für den {E}insatz digitaler {M}edien
                      in der {S}chule : {E}ntwicklung einer {G}rounded {T}heory
                      und {U}ntersuchung des medialen {H}abitus von
                      {L}ehrkräften},
      school       = {Rheinisch-Westfälische Technische Hochschule Aachen},
      type         = {Dissertation},
      address      = {Aachen},
      publisher    = {RWTH Aachen University},
      reportid     = {RWTH-2023-10229},
      pages        = {1 Online-Ressource : Illustrationen, Diagramme},
      year         = {2023},
      note         = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
                      University; Dissertation, Rheinisch-Westfälische Technische
                      Hochschule Aachen, 2023},
      abstract     = {To identify and assess potential influencing factors for
                      the use of digital media in the classroom, semi-open-ended
                      guided interviews were conducted between February to April
                      2021 in a vocational school in Berlin, Germany. Based on the
                      data collected, a Grounded Theory was developed to assess
                      the influence of facilitating and obstructing factors. A
                      distinction was made between superficial reasons and actual
                      reasons behind the reasons.In an addition to the observable
                      phenomenom, teaching-related use of digital media, ten
                      categories of influencing factors were identified. Four of
                      those were related to the teachers themselves while four
                      were depending on the circumstances at school. The model is
                      supplemented by the external factors advanced training and
                      distance learning as an external compulsion to use digital
                      media in teaching. Three kinds of media-specific habitus
                      types were identified: Two teachers avoided using
                      teaching-related digital media due to their dismissing
                      media-specific habitus while another one did not use modern
                      technology because of pragmatic reasons. Three teachers used
                      digital media on a regular basis in different pragmatic
                      approaches. One teacher could not be categorised into a
                      media-specific habitual type due to several and severe
                      inconsistencies in the interview. With the dual research
                      approach, consisting of Grounded Theory and Medial Habitus,
                      it has been possible to identify several influencing factors
                      and to categorise and relate them to each other.
                      Furthermore, it has been possible to identify interactions
                      between the influencing factors and to analyse the
                      significance of individual factors regarding the use of
                      digital media relative to other factors. However, due to the
                      qualitative research approach, an exact quantification of
                      the respective influences was not possible.},
      cin          = {731820 / 001210},
      ddc          = {370},
      cid          = {$I:(DE-82)731820_20140620$ / $I:(DE-82)001210_20140620$},
      typ          = {PUB:(DE-HGF)11},
      doi          = {10.18154/RWTH-2023-10229},
      url          = {https://publications.rwth-aachen.de/record/972522},
}