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Preparing for life in a digital world IEA International Computer and Information Literacy Study 2018 International Report /

This Open Access book summarizes the key findings from the second cycle of IEA's International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary dig...

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Bibliographic Details
Main Authors: Fraillon, Julian (Author), Ainley, John G. (Author), Schulz, Wolfram (Author), Friedman, Tim, 1980- (Author), Duckworth, Daniel (Author)
Corporate Author: SpringerLink (Online service)
Format: eBook
Language:English
Published: Cham, Switzerland : Springer, 2020.
Physical Description:
1 online resource (xxii, 297 pages) : illustrations (some color)
Subjects:
Online Access:SpringerLink - Click here for access
Contents:
  • Intro
  • Foreword
  • Contents
  • List of tables and figures
  • Executive summary
  • 1 Introduction to the IEA International Computer and Information Literacy Study 2018
  • Background
  • Purposes of ICILS 2018
  • Research questions
  • The ICILS assessment framework
  • ICILS instruments
  • Participating countries, population, sample design, and achieved samples
  • Structure of this report
  • References
  • 2 The contexts for education on computer and information literacy and computational thinking
  • Chapter highlights
  • Introduction
  • Collecting data on contexts for CIL/CT education.
  • Education systems and national contexts
  • ICT infrastructure and economic characteristics of countries
  • Approaches to CIL/CT education in ICILS countries
  • Schools' access to ICT resources
  • School policies and practices for using ICT
  • References
  • 3 Students' computer and information literacy
  • Chapter highlights
  • Introduction
  • Assessing CIL
  • The CIL described achievement scale
  • Describing CIL learning progress
  • Example CIL items
  • Comparison of CIL across countries
  • Achievement across countries with respect to proficiency levels
  • Trends in CIL achievement.
  • Variation in CIL across countries with respect to student background characteristics
  • Home background indicators and CIL
  • References
  • 4 Students' computational thinking
  • Chapter highlights
  • Introduction
  • Assessing CT
  • The CT achievement scale
  • Example CT tasks
  • Comparison of CT across countries
  • Variation in CT across countries with respect to student background characteristics
  • The association between CT and CIL
  • References
  • 5 Students' engagement with information and communications technologies
  • Chapter highlights
  • Introduction.
  • Student general engagement with ICT
  • Student engagement with ICT for school-related purposes
  • Learning about ICT at school
  • Student perceptions of ICT
  • References
  • 6 Teaching with and about information and communications technologies
  • Chapter highlights
  • Introduction
  • Teachers' familiarity with and views of ICT
  • Perceptions of schools' ICT learning environments
  • Teacher emphasis on learning CIL and CT
  • Teachers' use of ICT for teaching and learning
  • References
  • 7 Investigating variations in computer and information literacy and computational thinking.
  • Chapter highlights
  • Background
  • Data and methods
  • Explaining variation in CIL
  • Explaining variation in CT
  • References
  • 8 Reflections on the IEA International Computer and Information Literacy Study 2018
  • ICILS as a pioneering study
  • The nature of CIL and CT
  • CIL and CT achievements vary greatly within countries
  • CIL, CT, digital literacy, and student gender
  • Evidence of the digital divide
  • Supporting teachers to use ICT in their teaching
  • Future directions for research
  • References
  • APPENDICES
  • APPENDIX A: Sampling information and participation rates.