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 |
| Online Access: | |
| Physical Description: | 1 online resource (299 pages) |
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Table of 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.