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  • 1
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An in-Depth Analysis of Data from ICILS. (2019)
    Cham :Springer International Publishing AG,
    Details
    UID:
    almahu_9949602258902882
    Format: 1 online resource (82 pages)
    Edition: 1st ed.
    ISBN: 9783030262037
    Series Statement: IEA Research for Education Series ; v.8
    Note: Intro -- Preface -- References -- Contents -- 1 Introduction to Gender Differences in Computer and Information Literacy -- 1.1 Introduction -- 1.2 Students and Computer Technologies -- 1.2.1 Students' Computer and Information Literacy -- 1.2.2 Gender Differences in Student Technology Use -- 1.2.3 Gender Differences in Student Perceptions of Computer Technology -- 1.2.4 Students' ICT Self-efficacy -- 1.3 Teachers and Computer Technologies -- 1.3.1 Gender Differences in Teacher Confidence in Using ICT -- 1.3.2 Teacher Perceptions About and Use of Digital Technologies -- 1.4 Research Questions -- 1.5 Structure of This Report -- References -- 2 Data and Methods Used for ICILS 2013 -- 2.1 Sampling -- 2.1.1 Data Collection -- 2.1.2 Participation and Response Rates -- 2.1.3 Weighting of Data -- 2.2 Measures and Scales -- 2.2.1 Student Computer Literacy -- 2.2.2 Student Performance Measures on CIL Strand Items -- 2.2.3 Student Performance on CIL Item Types -- 2.2.4 Time Taken to Respond to Items -- 2.3 Measures of Significance and Effect -- References -- 3 Student Achievement and Beliefs Related to Computer and Information Literacy -- 3.1 Introduction -- 3.2 Gender Differences in Overall Performance -- 3.3 Gender Differences in Specific Skills -- 3.4 Gender Differences in CIL Self-efficacy -- 3.5 Gender Differences in Time Taken to Respond to the Test -- 3.6 Summary -- References -- 4 Students' Interest and Enjoyment in, and Patterns of Use of ICT -- 4.1 Students' Interest and Enjoyment in Computers and Digital Technology -- 4.1.1 Affective Responses to ICT -- 4.1.2 Opportunity to Learn CIL -- 4.2 Gender Differences in ICT Interest and Enjoyment -- 4.3 Gender Differences in the Associations Between CIL and ICT, and Interest and Enjoyment in Using ICT -- 4.4 Gender Differences in Patterns of Use -- 4.4.1 Use of ICT Productivity Applications. , 4.4.2 Use of ICT for Social Communication -- 4.4.3 Use of ICT for Exchanging Information -- 4.4.4 Use of Computers for Recreation -- 4.4.5 Use of ICT for Study Purposes -- 4.5 Combined Effect of Interest and Enjoyment and Patterns of Use on CIL Achievement, by Gender -- 4.6 Summary -- References -- 5 Teacher Gender and ICT -- 5.1 Introduction -- 5.2 Teacher Gender -- 5.3 Experience in Using Computers -- 5.4 Confidence in Using ICT -- 5.5 Using ICT in the Classroom -- 5.6 Developing ICT Skills in Students -- 5.7 Teachers' Views About ICT -- 5.8 Explaining Variation in Teachers' Emphasis on Developing ICT Skills in Students -- 5.9 Conclusions -- References -- 6 What Have We Learned About Gender Differences in ICT? -- 6.1 Introduction -- 6.2 Gendered Differences in CIL -- 6.3 Response to and Use of ICT -- 6.4 Teachers and ICT -- References.
    Additional Edition: Print version: Gebhardt, Eveline Gender Differences in Computer and Information Literacy Cham : Springer International Publishing AG,c2019 ISBN 9783030262020
    Language: English
    Subjects: Sociology
    RVK:
    MS 2800
    Keywords: Electronic books. ; Electronic books
    URL: Click to View
    URL: Full-text  ((OIS Credentials Required))
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: lizenzpflichtig
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    HU Berlin
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    UB Potsdam
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  • 2
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An In-depth Analysis of Data from ICILS (2019)
    Cham : Springer Nature
    Details
    UID:
    gbv_1778506127
    Format: 1 Online-Ressource (73 p.)
    ISBN: 9783030262037
    Series Statement: IEA Research for Education
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender
    Note: English
    Language: English
    URL: kostenfrei
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    Stabi Berlin
    UB Potsdam
  • 3
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An in-Depth Analysis of Data from ICILS (2019)
    Cham : Springer International Publishing AG
    Details
    UID:
    gbv_1870511506
    Format: 1 online resource (82 pages)
    Edition: 1st ed.
    ISBN: 9783030262037
    Series Statement: IEA Research for Education Series v.8
    Content: Intro -- Preface -- References -- Contents -- 1 Introduction to Gender Differences in Computer and Information Literacy -- 1.1 Introduction -- 1.2 Students and Computer Technologies -- 1.2.1 Students' Computer and Information Literacy -- 1.2.2 Gender Differences in Student Technology Use -- 1.2.3 Gender Differences in Student Perceptions of Computer Technology -- 1.2.4 Students' ICT Self-efficacy -- 1.3 Teachers and Computer Technologies -- 1.3.1 Gender Differences in Teacher Confidence in Using ICT -- 1.3.2 Teacher Perceptions About and Use of Digital Technologies -- 1.4 Research Questions -- 1.5 Structure of This Report -- References -- 2 Data and Methods Used for ICILS 2013 -- 2.1 Sampling -- 2.1.1 Data Collection -- 2.1.2 Participation and Response Rates -- 2.1.3 Weighting of Data -- 2.2 Measures and Scales -- 2.2.1 Student Computer Literacy -- 2.2.2 Student Performance Measures on CIL Strand Items -- 2.2.3 Student Performance on CIL Item Types -- 2.2.4 Time Taken to Respond to Items -- 2.3 Measures of Significance and Effect -- References -- 3 Student Achievement and Beliefs Related to Computer and Information Literacy -- 3.1 Introduction -- 3.2 Gender Differences in Overall Performance -- 3.3 Gender Differences in Specific Skills -- 3.4 Gender Differences in CIL Self-efficacy -- 3.5 Gender Differences in Time Taken to Respond to the Test -- 3.6 Summary -- References -- 4 Students' Interest and Enjoyment in, and Patterns of Use of ICT -- 4.1 Students' Interest and Enjoyment in Computers and Digital Technology -- 4.1.1 Affective Responses to ICT -- 4.1.2 Opportunity to Learn CIL -- 4.2 Gender Differences in ICT Interest and Enjoyment -- 4.3 Gender Differences in the Associations Between CIL and ICT, and Interest and Enjoyment in Using ICT -- 4.4 Gender Differences in Patterns of Use -- 4.4.1 Use of ICT Productivity Applications.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783030262020
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783030262020
    Language: English
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    UB Potsdam
  • 4
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An In-depth Analysis of Data from ICILS (2019)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    almahu_9949595419002882
    Format: 1 online resource (XI, 73 p. 5 illus., 1 illus. in color.)
    Edition: 1st ed. 2019.
    ISBN: 3-030-26203-0
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 8
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
    Note: 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students’ Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References. , English
    Additional Edition: ISBN 3-030-26202-2
    Language: English
    DOI: 10.1007/978-3-030-26203-7
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    HU Berlin
  • 5
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An In-depth Analysis of Data from ICILS (2019)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    edoccha_9959151211002883
    Format: 1 online resource (XI, 73 p. 5 illus., 1 illus. in color.)
    Edition: 1st ed. 2019.
    ISBN: 3-030-26203-0
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 8
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
    Note: 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students’ Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References. , English
    Additional Edition: ISBN 3-030-26202-2
    Language: English
    DOI: 10.1007/978-3-030-26203-7
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    Charité
  • 6
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An In-depth Analysis of Data from ICILS (2019)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    edocfu_9959151211002883
    Format: 1 online resource (XI, 73 p. 5 illus., 1 illus. in color.)
    Edition: 1st ed. 2019.
    ISBN: 3-030-26203-0
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 8
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
    Note: 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students’ Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References. , English
    Additional Edition: ISBN 3-030-26202-2
    Language: English
    DOI: 10.1007/978-3-030-26203-7
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
  • 7
    Online Resource
    Online Resource
    Gender Differences in Computer and Information Literacy : An In-depth Analysis of Data from ICILS (2019)
    Cham :Springer International Publishing :
    Details
    UID:
    almahu_9948170421202882
    Format: XI, 73 p. 5 illus., 1 illus. in color. , online resource.
    Edition: 1st ed. 2019.
    ISBN: 9783030262037
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 8
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
    Note: 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students’ Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References.
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9783030262020
    Additional Edition: Printed edition: ISBN 9783030262044
    Additional Edition: Printed edition: ISBN 9783030262051
    Language: English
    DOI: 10.1007/978-3-030-26203-7
    URL: https://doi.org/10.1007/978-3-030-26203-7
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    Open Access Request
    HU Berlin
  • 8
    Online Resource
    Online Resource
    Gender differences in computer and information literacy : an in-depth analysis of data from ICILS (2019)
    Cham, Switzerland :Springer,
    Details
    UID:
    kobvindex_HPB1120756249
    Format: 1 online resource (xi, 73 pages) : , illustrations
    ISBN: 9783030262037 , 3030262030 , 3030262022 , 9783030262020 , 9783030262044 , 3030262049 , 9783030262051 , 3030262057
    Series Statement: IEA research for education, a series of in-depth analyses based on data of the International Association for the Evaluation of Educational Achievement (IEA), volume 8
    Content: This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students use of, perceptions about, and proficiency in using computer technologies. Teachers use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys toys; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEAs International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
    Note: 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References.
    Additional Edition: Printed edition: ISBN 9783030262020
    Additional Edition: Printed edition: ISBN 9783030262044
    Additional Edition: Printed edition: ISBN 9783030262051
    Language: English
    DOI: 10.1007/978-3-030-26203-7
    URL: ProQuest Ebook Central
    URL: SpringerLink
    URL: SpringerLink
    Library Location Call Number Volume/Issue/Year Availability
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    Open Access Request
    HPol Brandenburg
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