IEA International Computer and Information Literacy Study 2018 Assessment Framework.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2019. Ã2019. |
Year of Publication: | 2019 |
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Language: | English |
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Fraillon, Julian. IEA International Computer and Information Literacy Study 2018 Assessment Framework. 1st ed. Cham : Springer International Publishing AG, 2019. Ã2019. 1 online resource (77 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Foreword -- Contents -- CHAPTER 1: Introduction -- 1.1 Overview -- 1.2 Purposes of ICILS -- 1.3 Purpose of the ICILS assessment framework -- 1.4 Background to the study -- 1.5 Computer and information literacy -- 1.6 Computational thinking -- 1.7 Recent education policy developments related to CIL and CT -- 1.8 Research on the use of digital technologies in learning -- 1.9 Research questions -- 1.9.1 Computer and information literacy -- 1.9.2 Computational thinking -- 1.10 Participants and instruments -- 1.10.1 Participants and sampling -- 1.10.2 Instruments -- CHAPTER 2: Computer and information literacy framework -- 2.1 Overview -- 2.2 Defining computer and information literacy -- 2.3 Revising the structure of the computer and information literacy construct -- 2.4 Structure of the ICILS 2018 computer and information literacy construct -- 2.5 Strands and aspects of computer and information literacy -- 2.5.1 Strand 1: Understanding computer use -- Aspect 1.1 Foundations of computer use -- Aspect 1.2 Computer use conventions -- 2.5.2 Strand 2: Gathering information -- Aspect 2.1: Accessing and evaluating information -- Aspect 2.2: Managing information -- 2.5.3 Strand 3: Producing information -- Aspect 3.1: Transforming information -- Aspect 3.2: Creating information -- 2.5.4 Strand 4: Digital communication -- Aspect 4.1: Sharing information -- Aspect 4.2: Using information responsibly and safely -- CHAPTER 3: Computational thinking framework -- 3.1 Overview -- 3.2 Defining computational thinking -- 3.3 Structure of the ICILS 2018 computational thinking construct -- 3.4 Strands and aspects of computational thinking -- 3.4.1 Strand 1: Conceptualizing problems -- Aspect 1.1: Knowing about and understanding digital systems -- Aspect 1.2: Formulating and analyzing problems -- Aspect 1.3: Collecting and representing relevant data. 3.4.2 Strand 2: Operationalizing solutions -- Aspect 2.1: Planning and evaluating solutions -- Aspect 2.2: Developing algorithms, programs and interfaces -- CHAPTER 4: Contextual framework -- 4.1 Overview -- 4.2 Classification of contextual factors -- 4.3 Contextual levels and variables -- 4.3.1 The wider community context -- Antecedent variables at the level of the wider community -- Process-related variables -- 4.3.2 School/classroom context -- Antecedent variables at the school/classroom level -- Process-related variables at the school/classroom level -- 4.3.3 Home context -- Antecedent variables related to the home environment -- Process-related variables related to the home environment -- 4.3.4 Individual context -- Antecedent variables at the individual level -- Process-related variables at the individual level -- CHAPTER 5: ICILS instruments -- 5.1 Test instrument overview -- 5.1.1 Test interface -- 5.2 The ICILS test instrument design -- 5.2.1 CIL test modules -- 5.2.2 CT test modules -- 5.2.3 Test module rotation -- 5.3 Types of assessment task: CIL -- 5.3.1 Task type 1: Information-based response tasks -- 5.3.2 Task type 2: Skills tasks -- 5.3.3 Task type 3: Authoring tasks -- 5.4 Types of assessment task: CT -- 5.4.1 Task type 4: Nonlinear systems transfer tasks -- 5.4.2 Task type 5: Simulation tasks -- 5.4.3 Task type 6: Visual coding tasks -- Visual coding test environment -- Algorithm construction tasks -- Algorithm debugging tasks -- 5.5 Mapping test items to the CIL and CT frameworks -- 5.6 The ICILS student questionnaire and context instruments -- 5.6.1 Student questionnaire -- 5.6.2 Teacher questionnaire -- 5.6.3 School questionnaires -- Principal questionnaire -- ICT coordinator questionnaire -- 5.6.4 National contexts survey -- References -- APPENDIX: Organizations and individuals involved in ICILS 2018. International study center -- Staff at ACER -- International Association for the Evaluation of Educational Achievement (IEA) -- Staff at the IEA Amsterdam -- Staff at the IEA Hamburg -- SoNET Systems -- Staff at SoNET Systems -- ICILS sampling referee -- National research coordinators -- Chile -- City of Moscow (Russian Federation) -- Denmark -- Finland -- France -- Germany and North-Rhine Westphalia (Germany) -- Italy -- Kazakhstan -- Luxembourg -- Portugal -- Republic of Korea -- United States of America -- Uruguay. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Ainley, John. Schulz, Wolfram. Duckworth, Daniel. Friedman, Tim. Print version: Fraillon, Julian IEA International Computer and Information Literacy Study 2018 Assessment Framework Cham : Springer International Publishing AG,c2019 9783030193881 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5918685 Click to View |
language |
English |
format |
eBook |
author |
Fraillon, Julian. |
spellingShingle |
Fraillon, Julian. IEA International Computer and Information Literacy Study 2018 Assessment Framework. Intro -- Foreword -- Contents -- CHAPTER 1: Introduction -- 1.1 Overview -- 1.2 Purposes of ICILS -- 1.3 Purpose of the ICILS assessment framework -- 1.4 Background to the study -- 1.5 Computer and information literacy -- 1.6 Computational thinking -- 1.7 Recent education policy developments related to CIL and CT -- 1.8 Research on the use of digital technologies in learning -- 1.9 Research questions -- 1.9.1 Computer and information literacy -- 1.9.2 Computational thinking -- 1.10 Participants and instruments -- 1.10.1 Participants and sampling -- 1.10.2 Instruments -- CHAPTER 2: Computer and information literacy framework -- 2.1 Overview -- 2.2 Defining computer and information literacy -- 2.3 Revising the structure of the computer and information literacy construct -- 2.4 Structure of the ICILS 2018 computer and information literacy construct -- 2.5 Strands and aspects of computer and information literacy -- 2.5.1 Strand 1: Understanding computer use -- Aspect 1.1 Foundations of computer use -- Aspect 1.2 Computer use conventions -- 2.5.2 Strand 2: Gathering information -- Aspect 2.1: Accessing and evaluating information -- Aspect 2.2: Managing information -- 2.5.3 Strand 3: Producing information -- Aspect 3.1: Transforming information -- Aspect 3.2: Creating information -- 2.5.4 Strand 4: Digital communication -- Aspect 4.1: Sharing information -- Aspect 4.2: Using information responsibly and safely -- CHAPTER 3: Computational thinking framework -- 3.1 Overview -- 3.2 Defining computational thinking -- 3.3 Structure of the ICILS 2018 computational thinking construct -- 3.4 Strands and aspects of computational thinking -- 3.4.1 Strand 1: Conceptualizing problems -- Aspect 1.1: Knowing about and understanding digital systems -- Aspect 1.2: Formulating and analyzing problems -- Aspect 1.3: Collecting and representing relevant data. 3.4.2 Strand 2: Operationalizing solutions -- Aspect 2.1: Planning and evaluating solutions -- Aspect 2.2: Developing algorithms, programs and interfaces -- CHAPTER 4: Contextual framework -- 4.1 Overview -- 4.2 Classification of contextual factors -- 4.3 Contextual levels and variables -- 4.3.1 The wider community context -- Antecedent variables at the level of the wider community -- Process-related variables -- 4.3.2 School/classroom context -- Antecedent variables at the school/classroom level -- Process-related variables at the school/classroom level -- 4.3.3 Home context -- Antecedent variables related to the home environment -- Process-related variables related to the home environment -- 4.3.4 Individual context -- Antecedent variables at the individual level -- Process-related variables at the individual level -- CHAPTER 5: ICILS instruments -- 5.1 Test instrument overview -- 5.1.1 Test interface -- 5.2 The ICILS test instrument design -- 5.2.1 CIL test modules -- 5.2.2 CT test modules -- 5.2.3 Test module rotation -- 5.3 Types of assessment task: CIL -- 5.3.1 Task type 1: Information-based response tasks -- 5.3.2 Task type 2: Skills tasks -- 5.3.3 Task type 3: Authoring tasks -- 5.4 Types of assessment task: CT -- 5.4.1 Task type 4: Nonlinear systems transfer tasks -- 5.4.2 Task type 5: Simulation tasks -- 5.4.3 Task type 6: Visual coding tasks -- Visual coding test environment -- Algorithm construction tasks -- Algorithm debugging tasks -- 5.5 Mapping test items to the CIL and CT frameworks -- 5.6 The ICILS student questionnaire and context instruments -- 5.6.1 Student questionnaire -- 5.6.2 Teacher questionnaire -- 5.6.3 School questionnaires -- Principal questionnaire -- ICT coordinator questionnaire -- 5.6.4 National contexts survey -- References -- APPENDIX: Organizations and individuals involved in ICILS 2018. International study center -- Staff at ACER -- International Association for the Evaluation of Educational Achievement (IEA) -- Staff at the IEA Amsterdam -- Staff at the IEA Hamburg -- SoNET Systems -- Staff at SoNET Systems -- ICILS sampling referee -- National research coordinators -- Chile -- City of Moscow (Russian Federation) -- Denmark -- Finland -- France -- Germany and North-Rhine Westphalia (Germany) -- Italy -- Kazakhstan -- Luxembourg -- Portugal -- Republic of Korea -- United States of America -- Uruguay. |
author_facet |
Fraillon, Julian. Ainley, John. Schulz, Wolfram. Duckworth, Daniel. Friedman, Tim. |
author_variant |
j f jf |
author2 |
Ainley, John. Schulz, Wolfram. Duckworth, Daniel. Friedman, Tim. |
author2_variant |
j a ja w s ws d d dd t f tf |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Fraillon, Julian. |
title |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_full |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_fullStr |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_full_unstemmed |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_auth |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_new |
IEA International Computer and Information Literacy Study 2018 Assessment Framework. |
title_sort |
iea international computer and information literacy study 2018 assessment framework. |
publisher |
Springer International Publishing AG, |
publishDate |
2019 |
physical |
1 online resource (77 pages) |
edition |
1st ed. |
contents |
Intro -- Foreword -- Contents -- CHAPTER 1: Introduction -- 1.1 Overview -- 1.2 Purposes of ICILS -- 1.3 Purpose of the ICILS assessment framework -- 1.4 Background to the study -- 1.5 Computer and information literacy -- 1.6 Computational thinking -- 1.7 Recent education policy developments related to CIL and CT -- 1.8 Research on the use of digital technologies in learning -- 1.9 Research questions -- 1.9.1 Computer and information literacy -- 1.9.2 Computational thinking -- 1.10 Participants and instruments -- 1.10.1 Participants and sampling -- 1.10.2 Instruments -- CHAPTER 2: Computer and information literacy framework -- 2.1 Overview -- 2.2 Defining computer and information literacy -- 2.3 Revising the structure of the computer and information literacy construct -- 2.4 Structure of the ICILS 2018 computer and information literacy construct -- 2.5 Strands and aspects of computer and information literacy -- 2.5.1 Strand 1: Understanding computer use -- Aspect 1.1 Foundations of computer use -- Aspect 1.2 Computer use conventions -- 2.5.2 Strand 2: Gathering information -- Aspect 2.1: Accessing and evaluating information -- Aspect 2.2: Managing information -- 2.5.3 Strand 3: Producing information -- Aspect 3.1: Transforming information -- Aspect 3.2: Creating information -- 2.5.4 Strand 4: Digital communication -- Aspect 4.1: Sharing information -- Aspect 4.2: Using information responsibly and safely -- CHAPTER 3: Computational thinking framework -- 3.1 Overview -- 3.2 Defining computational thinking -- 3.3 Structure of the ICILS 2018 computational thinking construct -- 3.4 Strands and aspects of computational thinking -- 3.4.1 Strand 1: Conceptualizing problems -- Aspect 1.1: Knowing about and understanding digital systems -- Aspect 1.2: Formulating and analyzing problems -- Aspect 1.3: Collecting and representing relevant data. 3.4.2 Strand 2: Operationalizing solutions -- Aspect 2.1: Planning and evaluating solutions -- Aspect 2.2: Developing algorithms, programs and interfaces -- CHAPTER 4: Contextual framework -- 4.1 Overview -- 4.2 Classification of contextual factors -- 4.3 Contextual levels and variables -- 4.3.1 The wider community context -- Antecedent variables at the level of the wider community -- Process-related variables -- 4.3.2 School/classroom context -- Antecedent variables at the school/classroom level -- Process-related variables at the school/classroom level -- 4.3.3 Home context -- Antecedent variables related to the home environment -- Process-related variables related to the home environment -- 4.3.4 Individual context -- Antecedent variables at the individual level -- Process-related variables at the individual level -- CHAPTER 5: ICILS instruments -- 5.1 Test instrument overview -- 5.1.1 Test interface -- 5.2 The ICILS test instrument design -- 5.2.1 CIL test modules -- 5.2.2 CT test modules -- 5.2.3 Test module rotation -- 5.3 Types of assessment task: CIL -- 5.3.1 Task type 1: Information-based response tasks -- 5.3.2 Task type 2: Skills tasks -- 5.3.3 Task type 3: Authoring tasks -- 5.4 Types of assessment task: CT -- 5.4.1 Task type 4: Nonlinear systems transfer tasks -- 5.4.2 Task type 5: Simulation tasks -- 5.4.3 Task type 6: Visual coding tasks -- Visual coding test environment -- Algorithm construction tasks -- Algorithm debugging tasks -- 5.5 Mapping test items to the CIL and CT frameworks -- 5.6 The ICILS student questionnaire and context instruments -- 5.6.1 Student questionnaire -- 5.6.2 Teacher questionnaire -- 5.6.3 School questionnaires -- Principal questionnaire -- ICT coordinator questionnaire -- 5.6.4 National contexts survey -- References -- APPENDIX: Organizations and individuals involved in ICILS 2018. International study center -- Staff at ACER -- International Association for the Evaluation of Educational Achievement (IEA) -- Staff at the IEA Amsterdam -- Staff at the IEA Hamburg -- SoNET Systems -- Staff at SoNET Systems -- ICILS sampling referee -- National research coordinators -- Chile -- City of Moscow (Russian Federation) -- Denmark -- Finland -- France -- Germany and North-Rhine Westphalia (Germany) -- Italy -- Kazakhstan -- Luxembourg -- Portugal -- Republic of Korea -- United States of America -- Uruguay. |
isbn |
9783030193898 9783030193881 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB3050-3060 |
callnumber-sort |
LB 43050 43060.87 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5918685 |
illustrated |
Not Illustrated |
oclc_num |
1110190792 |
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