UID:
kobvindex_HPB1143658867
Umfang:
1 online resource (xxii, 297 pages) :
,
illustrations (some color)
ISBN:
9783030387815
,
303038781X
,
3030387801
,
9783030387808
,
9783030387822
,
3030387828
Inhalt:
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 digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students' computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students' computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students' CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.
Anmerkung:
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
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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
Weitere Ausg.:
Printed edition: ISBN 9783030387808
Weitere Ausg.:
Printed edition: ISBN 9783030387822
Sprache:
Englisch
DOI:
10.1007/978-3-030-38781-5
URL:
ProQuest Ebook Central
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