Ability to use information and communication technologies (ICT) is an imperative for effective participation in today's digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.
The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.
Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.
The IEA ICILS team systematically investigated differences among the participating countries in students' CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.
In general, the study findings presented in this international report challenge the notion of young people as "digital natives" with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.
The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Edition
Language
Place of publication
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Research
Illustrations
28 s/w Abbildungen
XIII, 291 p. 28 illus.
Dimensions
Height: 297 mm
Width: 210 mm
Thickness: 16 mm
Weight
ISBN-13
978-3-319-14221-0 (9783319142210)
DOI
10.1007/978-3-319-14222-7
Schweitzer Classification
Wolfram Schulz is Principal Research Fellow at the Australian Council for Educational Research. He has high-level experience as leader of large-scale assessment programs and, as an author of numerous publications about international and national research, he is a leading expert in the field of international comparative research, and he directed the first three cycles of the IEA Civic and Citizenship Education Study (ICCS 2009, 2016, 2022). His areas of research interest include civic and citizenship education, computer information literacy and assessment methodology.
Julian Fraillon is currently Senior Project Advisor to the IEA after having worked as research director at the Australian Council for Educational Research. With leadership experience from a broad range of large-scale assessment projects he has directed the IEA International Computer and Information Literacy Study (ICILS 2013, 2018, 2023) and coordinated test development for the IEA International Civics and Citizenship Education Study (ICCS 2009, 2016 and 2022).
Bruno Losito was a full professor at the Department of Education, Roma Tre University, Italy with a PhD in Education. He participated in several international comparative studies with research interests in civic and citizenship education, comparative studies and assessment. He was an Italian national research coordinator and member of the international Steering Committee for CIVED 1999, and he has been associate research director of ICCS (2009, 2016, and 2022).
Gabriella Agrusti is a full professor at the Department of Humanities, LUMSA University, Italy. She received her Ph.D. in education from Roma Tre University, Italy where she has been a member of the Joint Management Committee for IEA ICCS since the 2009 cycle. She is co-director of Cadmo, an International Journal of Educational Research (Indexed in SSCI Scopus). Her research interests are in the areas of civic and citizenship education, inference processing, and assessment practices.
Valeria Damiani has a PhD in Education and is Associate Professor at LUMSA University, Italy. She worked as researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and is currently member of the Joint Management Committee of for ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research, and social inclusion.
John Ainley is a Principal Research Fellow in the Educational Monitoring and Research Division at the Australian Council for Educational Research. Up to July 2010, he was Research Deputy CEO and directing its National and International Surveys Program. In recent years, Dr Ainley has worked on the IEA International Civic and Citizenship Education Study (ICCS) and the IEA International Computer Information Literacy Study (ICILS) and was the Framework Lead for TALIS 2018.
Tim Friedman has a PhD in Psychology from Monash University, Australia and is a Senior Research Fellow who has worked at ACER since 2007 within the Surveys and International Assessments Division. Tim has been involved in working on large-scale surveys including the IEA's International Computer and Information Literacy Study (ICILS 2013 and 2018) and the International Civic and Citizenship Education Study (ICCS 2009 and 2016). Tim is the project coordinator for ICCS 2022.
Foreword.- List of Tables and Figures.- Executive Summary.-
1
. Introduction.-
2
. The Contexts for Education on Computer and Information Literacy.-
3
. Students' Computer and Information Literacy.-
4
. The Influence of Students' Personal and Home Background on Computer and Information Literacy.-
5
. Students' Use of and Engagement with ICT at Home and School.-
6
. School Environments for Teaching and Learning Computer and Information Literacy.-
7
. Teaching with and about Information and Communication Technologies.-
8
. Investigating Variations in Computer and Information Literacy.-
9
. Conclusions and Discussion.- Appendices.- References.- Tables and Figures.
