Preparing for Life in a Digital Age : : The IEA International Computer and Information Literacy Study International Report.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2015. Ã2014. |
Year of Publication: | 2015 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (299 pages) |
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Fraillon, Julian. Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. 1st ed. Cham : Springer International Publishing AG, 2015. Ã2014. 1 online resource (299 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Foreword -- Contents -- List of Tables and Figures -- Tables -- Figures -- Executive Summary -- About the study -- Data -- Computer and information literacy -- The construct -- Assessing computer and information literacy -- The computer and information literacy scale -- Variations in student achievement on the CIL scale -- Variations across countries -- Factors associated with variations in CIL -- Student use of ICT -- Computer use outside school -- Use of ICT for school work -- Teacher and school use of ICT -- Teacher use of ICT -- School-based ICT provision and use -- Conclusion -- Chapter 1: Introduction -- Background -- Research questions -- Participating countries, population, and sample design -- Population definitions -- Sample design -- The ICILS assessment framework -- The computer and information literacy framework -- The ICILS contextual framework -- The wider community level -- The national (system) level -- School/classroom level -- Home level -- Individual level -- Data collection and ICILS instruments -- Report context and scope -- Chapter 2: The Contexts for Education onComputer and Information Literacy -- Introduction -- Collecting data on contexts for CIL education -- Characteristics of the education systems in participatingICILS countries -- Infrastructure and resources for education in CIL -- Approaches to CIL education in ICILS countries -- Conclusion -- Chapter 3: Students' Computer and InformationLiteracy -- Assessing CIL -- The CIL described achievement scale -- Example ICILS test items -- The five discrete task items -- Example ICILS large-task item -- Comparison of CIL across countries -- Distribution of student achievement scores -- CIL relative to the ICT Development Index and national student-computer ratios -- Pair-wise comparisons of CIL -- Achievement across countries with respect to proficiency levels. Conclusion -- Chapter 4: The Influence of Students' Personaland Home Background on Computerand Information Literacy -- Gender and CIL -- Home background indicators and CIL -- Educational aspirations -- Socioeconomic background -- Immigrant status and language use -- Home ICT resources -- Influence of combined home background variables on CIL -- Conclusion -- Chapter 5: Students' Use of and Engagementwith ICT at Home and School -- Introduction -- ICT at home and school -- Familiarity with computers -- Experience with using computers -- Frequency of computer use -- Student use of computers outside school -- Computer-based applications used outside school -- Internet use for communication and exchange of information -- Computer use for recreation -- Computer use for and at school -- School-related use of computers -- Extent of use for particular school-related purposes -- Use of computers in subject areas -- Learning about computer and information literacy at school -- Student perceptions of ICT -- ICT self-efficacy -- Student interest and enjoyment in using computers and computing -- Associations between perceptions and achievement -- Conclusion -- Chapter 6: School Environments for Teaching andLearning Computer and InformationLiteracy -- Introduction -- Schools' access to ICT resources -- School policies and practices for using ICT -- Perceptions of school ICT learning environments -- Teachers' professional development in using ICT forpedagogical purposes -- School perspectives -- Teacher perspectives -- Conclusion -- Chapter 7: Teaching with and about Informationand Communication Technologies -- Introduction -- Background -- Teachers' familiarity with ICT -- Experience with and use of computers -- Teachers' views about ICT -- Benefits of ICT in school education -- Confidence in using ICT -- Associations between ICT use and teachers' views. Teaching with and about ICT -- Prevalence of ICT use -- Developing computer and information literacy -- Factors associated with emphasis on developing CIL -- The ICT tools teachers were using -- Types of tools -- Use in learning activities -- Use in teaching practices -- Conclusion -- Chapter 8: Investigating Variations in Computerand Information Literacy -- A model for explaining variation in CIL -- Influences on variation in CIL -- Student-level influences -- School-level influences -- Student-level and school-level background influences -- Summary of influences on CIL -- Conclusion -- Chapter 9: Conclusions and Discussion -- ICILS guiding questions -- Student proficiency in using computers -- The computer and information literacy (CIL) scale -- Student achievement on the CIL scale -- Students' computer use and CIL -- Computer use outside school -- Use of ICT for school work -- Students' perceptions of ICT -- Teacher, school, and education system characteristicsrelevant to CIL -- General approaches to CIL education -- Teachers and CIL -- Schools and CIL -- Results from the multivariate analyses -- Reflections on policy and practice -- Future directions for research -- Appendices -- APPENDIX A: Samples and participation rates -- APPENDIX B: Percentage correct by country for example large taskscoring criteria -- APPENDIX C: Percentiles and standard deviations for computer andinformation literacy -- APPENDIX D: The scaling of ICILS questionnaire items -- APPENDIX E: Item-by-score maps -- APPENDIX F: Effects of indicators of missing school and teacher data -- APPENDIX G: Organizations and individuals involved in ICILS -- International study center -- Staff at ACER -- International Association for the Evaluation of EducationalAchievement (IEA) -- Staff at the IEA Secretariat -- Staff at the IEA Data Processing and Research Center (DPC) -- SoNET Systems. Staff at SoNET Systems -- ICILS Project Advisory Committee (PAC -- PAC members -- ICILS sampling referee -- National research coordinators -- Australia -- Buenos Aires (Argentina) -- Canada -- Chile -- Croatia -- Czech Republic -- Denmark -- Germany -- Hong Kong SAR -- Korea, Republic of -- Lithuania -- Netherlands -- Norway -- Poland -- Russian Federation -- Slovak Republic -- Slovenia -- Switzerland -- Thailand -- Turkey -- References. 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. Friedman, Tim. Gebhardt, Eveline. Print version: Fraillon, Julian Preparing for Life in a Digital Age Cham : Springer International Publishing AG,c2015 9783319142210 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422846 Click to View |
language |
English |
format |
eBook |
author |
Fraillon, Julian. |
spellingShingle |
Fraillon, Julian. Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. Intro -- Foreword -- Contents -- List of Tables and Figures -- Tables -- Figures -- Executive Summary -- About the study -- Data -- Computer and information literacy -- The construct -- Assessing computer and information literacy -- The computer and information literacy scale -- Variations in student achievement on the CIL scale -- Variations across countries -- Factors associated with variations in CIL -- Student use of ICT -- Computer use outside school -- Use of ICT for school work -- Teacher and school use of ICT -- Teacher use of ICT -- School-based ICT provision and use -- Conclusion -- Chapter 1: Introduction -- Background -- Research questions -- Participating countries, population, and sample design -- Population definitions -- Sample design -- The ICILS assessment framework -- The computer and information literacy framework -- The ICILS contextual framework -- The wider community level -- The national (system) level -- School/classroom level -- Home level -- Individual level -- Data collection and ICILS instruments -- Report context and scope -- Chapter 2: The Contexts for Education onComputer and Information Literacy -- Introduction -- Collecting data on contexts for CIL education -- Characteristics of the education systems in participatingICILS countries -- Infrastructure and resources for education in CIL -- Approaches to CIL education in ICILS countries -- Conclusion -- Chapter 3: Students' Computer and InformationLiteracy -- Assessing CIL -- The CIL described achievement scale -- Example ICILS test items -- The five discrete task items -- Example ICILS large-task item -- Comparison of CIL across countries -- Distribution of student achievement scores -- CIL relative to the ICT Development Index and national student-computer ratios -- Pair-wise comparisons of CIL -- Achievement across countries with respect to proficiency levels. Conclusion -- Chapter 4: The Influence of Students' Personaland Home Background on Computerand Information Literacy -- Gender and CIL -- Home background indicators and CIL -- Educational aspirations -- Socioeconomic background -- Immigrant status and language use -- Home ICT resources -- Influence of combined home background variables on CIL -- Conclusion -- Chapter 5: Students' Use of and Engagementwith ICT at Home and School -- Introduction -- ICT at home and school -- Familiarity with computers -- Experience with using computers -- Frequency of computer use -- Student use of computers outside school -- Computer-based applications used outside school -- Internet use for communication and exchange of information -- Computer use for recreation -- Computer use for and at school -- School-related use of computers -- Extent of use for particular school-related purposes -- Use of computers in subject areas -- Learning about computer and information literacy at school -- Student perceptions of ICT -- ICT self-efficacy -- Student interest and enjoyment in using computers and computing -- Associations between perceptions and achievement -- Conclusion -- Chapter 6: School Environments for Teaching andLearning Computer and InformationLiteracy -- Introduction -- Schools' access to ICT resources -- School policies and practices for using ICT -- Perceptions of school ICT learning environments -- Teachers' professional development in using ICT forpedagogical purposes -- School perspectives -- Teacher perspectives -- Conclusion -- Chapter 7: Teaching with and about Informationand Communication Technologies -- Introduction -- Background -- Teachers' familiarity with ICT -- Experience with and use of computers -- Teachers' views about ICT -- Benefits of ICT in school education -- Confidence in using ICT -- Associations between ICT use and teachers' views. Teaching with and about ICT -- Prevalence of ICT use -- Developing computer and information literacy -- Factors associated with emphasis on developing CIL -- The ICT tools teachers were using -- Types of tools -- Use in learning activities -- Use in teaching practices -- Conclusion -- Chapter 8: Investigating Variations in Computerand Information Literacy -- A model for explaining variation in CIL -- Influences on variation in CIL -- Student-level influences -- School-level influences -- Student-level and school-level background influences -- Summary of influences on CIL -- Conclusion -- Chapter 9: Conclusions and Discussion -- ICILS guiding questions -- Student proficiency in using computers -- The computer and information literacy (CIL) scale -- Student achievement on the CIL scale -- Students' computer use and CIL -- Computer use outside school -- Use of ICT for school work -- Students' perceptions of ICT -- Teacher, school, and education system characteristicsrelevant to CIL -- General approaches to CIL education -- Teachers and CIL -- Schools and CIL -- Results from the multivariate analyses -- Reflections on policy and practice -- Future directions for research -- Appendices -- APPENDIX A: Samples and participation rates -- APPENDIX B: Percentage correct by country for example large taskscoring criteria -- APPENDIX C: Percentiles and standard deviations for computer andinformation literacy -- APPENDIX D: The scaling of ICILS questionnaire items -- APPENDIX E: Item-by-score maps -- APPENDIX F: Effects of indicators of missing school and teacher data -- APPENDIX G: Organizations and individuals involved in ICILS -- International study center -- Staff at ACER -- International Association for the Evaluation of EducationalAchievement (IEA) -- Staff at the IEA Secretariat -- Staff at the IEA Data Processing and Research Center (DPC) -- SoNET Systems. Staff at SoNET Systems -- ICILS Project Advisory Committee (PAC -- PAC members -- ICILS sampling referee -- National research coordinators -- Australia -- Buenos Aires (Argentina) -- Canada -- Chile -- Croatia -- Czech Republic -- Denmark -- Germany -- Hong Kong SAR -- Korea, Republic of -- Lithuania -- Netherlands -- Norway -- Poland -- Russian Federation -- Slovak Republic -- Slovenia -- Switzerland -- Thailand -- Turkey -- References. |
author_facet |
Fraillon, Julian. Ainley, John. Schulz, Wolfram. Friedman, Tim. Gebhardt, Eveline. |
author_variant |
j f jf |
author2 |
Ainley, John. Schulz, Wolfram. Friedman, Tim. Gebhardt, Eveline. |
author2_variant |
j a ja w s ws t f tf e g eg |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Fraillon, Julian. |
title |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. |
title_sub |
The IEA International Computer and Information Literacy Study International Report. |
title_full |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. |
title_fullStr |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. |
title_full_unstemmed |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. |
title_auth |
Preparing for Life in a Digital Age : The IEA International Computer and Information Literacy Study International Report. |
title_new |
Preparing for Life in a Digital Age : |
title_sort |
preparing for life in a digital age : the iea international computer and information literacy study international report. |
publisher |
Springer International Publishing AG, |
publishDate |
2015 |
physical |
1 online resource (299 pages) |
edition |
1st ed. |
contents |
Intro -- Foreword -- Contents -- List of Tables and Figures -- Tables -- Figures -- Executive Summary -- About the study -- Data -- Computer and information literacy -- The construct -- Assessing computer and information literacy -- The computer and information literacy scale -- Variations in student achievement on the CIL scale -- Variations across countries -- Factors associated with variations in CIL -- Student use of ICT -- Computer use outside school -- Use of ICT for school work -- Teacher and school use of ICT -- Teacher use of ICT -- School-based ICT provision and use -- Conclusion -- Chapter 1: Introduction -- Background -- Research questions -- Participating countries, population, and sample design -- Population definitions -- Sample design -- The ICILS assessment framework -- The computer and information literacy framework -- The ICILS contextual framework -- The wider community level -- The national (system) level -- School/classroom level -- Home level -- Individual level -- Data collection and ICILS instruments -- Report context and scope -- Chapter 2: The Contexts for Education onComputer and Information Literacy -- Introduction -- Collecting data on contexts for CIL education -- Characteristics of the education systems in participatingICILS countries -- Infrastructure and resources for education in CIL -- Approaches to CIL education in ICILS countries -- Conclusion -- Chapter 3: Students' Computer and InformationLiteracy -- Assessing CIL -- The CIL described achievement scale -- Example ICILS test items -- The five discrete task items -- Example ICILS large-task item -- Comparison of CIL across countries -- Distribution of student achievement scores -- CIL relative to the ICT Development Index and national student-computer ratios -- Pair-wise comparisons of CIL -- Achievement across countries with respect to proficiency levels. Conclusion -- Chapter 4: The Influence of Students' Personaland Home Background on Computerand Information Literacy -- Gender and CIL -- Home background indicators and CIL -- Educational aspirations -- Socioeconomic background -- Immigrant status and language use -- Home ICT resources -- Influence of combined home background variables on CIL -- Conclusion -- Chapter 5: Students' Use of and Engagementwith ICT at Home and School -- Introduction -- ICT at home and school -- Familiarity with computers -- Experience with using computers -- Frequency of computer use -- Student use of computers outside school -- Computer-based applications used outside school -- Internet use for communication and exchange of information -- Computer use for recreation -- Computer use for and at school -- School-related use of computers -- Extent of use for particular school-related purposes -- Use of computers in subject areas -- Learning about computer and information literacy at school -- Student perceptions of ICT -- ICT self-efficacy -- Student interest and enjoyment in using computers and computing -- Associations between perceptions and achievement -- Conclusion -- Chapter 6: School Environments for Teaching andLearning Computer and InformationLiteracy -- Introduction -- Schools' access to ICT resources -- School policies and practices for using ICT -- Perceptions of school ICT learning environments -- Teachers' professional development in using ICT forpedagogical purposes -- School perspectives -- Teacher perspectives -- Conclusion -- Chapter 7: Teaching with and about Informationand Communication Technologies -- Introduction -- Background -- Teachers' familiarity with ICT -- Experience with and use of computers -- Teachers' views about ICT -- Benefits of ICT in school education -- Confidence in using ICT -- Associations between ICT use and teachers' views. Teaching with and about ICT -- Prevalence of ICT use -- Developing computer and information literacy -- Factors associated with emphasis on developing CIL -- The ICT tools teachers were using -- Types of tools -- Use in learning activities -- Use in teaching practices -- Conclusion -- Chapter 8: Investigating Variations in Computerand Information Literacy -- A model for explaining variation in CIL -- Influences on variation in CIL -- Student-level influences -- School-level influences -- Student-level and school-level background influences -- Summary of influences on CIL -- Conclusion -- Chapter 9: Conclusions and Discussion -- ICILS guiding questions -- Student proficiency in using computers -- The computer and information literacy (CIL) scale -- Student achievement on the CIL scale -- Students' computer use and CIL -- Computer use outside school -- Use of ICT for school work -- Students' perceptions of ICT -- Teacher, school, and education system characteristicsrelevant to CIL -- General approaches to CIL education -- Teachers and CIL -- Schools and CIL -- Results from the multivariate analyses -- Reflections on policy and practice -- Future directions for research -- Appendices -- APPENDIX A: Samples and participation rates -- APPENDIX B: Percentage correct by country for example large taskscoring criteria -- APPENDIX C: Percentiles and standard deviations for computer andinformation literacy -- APPENDIX D: The scaling of ICILS questionnaire items -- APPENDIX E: Item-by-score maps -- APPENDIX F: Effects of indicators of missing school and teacher data -- APPENDIX G: Organizations and individuals involved in ICILS -- International study center -- Staff at ACER -- International Association for the Evaluation of EducationalAchievement (IEA) -- Staff at the IEA Secretariat -- Staff at the IEA Data Processing and Research Center (DPC) -- SoNET Systems. Staff at SoNET Systems -- ICILS Project Advisory Committee (PAC -- PAC members -- ICILS sampling referee -- National research coordinators -- Australia -- Buenos Aires (Argentina) -- Canada -- Chile -- Croatia -- Czech Republic -- Denmark -- Germany -- Hong Kong SAR -- Korea, Republic of -- Lithuania -- Netherlands -- Norway -- Poland -- Russian Federation -- Slovak Republic -- Slovenia -- Switzerland -- Thailand -- Turkey -- References. |
isbn |
9783319142227 9783319142210 |
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=6422846 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
300 - Social sciences, sociology & anthropology |
dewey-ones |
303 - Social processes |
dewey-full |
303.4833 |
dewey-sort |
3303.4833 |
dewey-raw |
303.4833 |
dewey-search |
303.4833 |
oclc_num |
1231610901 |
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