Table of contents

  1. Front Matter
    Pages I-XIII
  2. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 15-25 Open Access
  3. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 27-45 Open Access
  4. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 47-67 Open Access
  5. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 69-100 Open Access
  6. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 101-124 Open Access
  7. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 125-166 Open Access
  8. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 167-193 Open Access
  9. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 195-228 Open Access
  10. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 229-243 Open Access
  11. Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt
    Pages 245-258 Open Access
  12. Back Matter
    Pages 259-305

About this book

Introduction

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.

Keywords

978-90-79549-26-9 978-90-79549-27-6 978-90-79549-28-3 9789079549269 9789079549276 9789079549283 Assessment of computer and information literacy CIL Computer and Information Literacy Digital competence Education on computer and information literacy Educational quality and progress ICILS assessment framework ICT literacy IEA IEA Amsterdam Int'l Association for the Evaluation of Educational Achievement International computer and information literacy study Policy and practice in CIL education Students’ engagement with ICT Young people’s participation in the digital age

Authors and affiliations

  • Julian Fraillon
    • 1
  • John Ainley
    • 1
  • Wolfram Schulz
    • 1
  • Tim Friedman
    • 1
  • Eveline Gebhardt
    • 1
  1. 1.Australian Council for Educational Research (ACER)MelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-14222-7
  • Copyright Information © International Association for the Evaluation of Educational Achievement (IEA) 2014. The book is published with open access at SpringerLink.com 2014
  • Publisher Name Springer, Cham
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-3-319-14221-0
  • Online ISBN 978-3-319-14222-7
  • About this book