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001 978-3-319-14222-7
003 DE-He213
005 20210511121627.0
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020 _a9783319142227
_9978-3-319-14222-7
024 7 _a10.1007/978-3-319-14222-7
_2doi
050 4 _aLC5225.A75
050 4 _aLB2822.75
072 7 _aJNKD
_2bicssc
072 7 _aEDU011000
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072 7 _aJNDH
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082 0 4 _a371.26
_223
100 1 _aFraillon, Julian.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_93064
245 1 0 _aPreparing for Life in a Digital Age
_h[electronic resource] :
_bThe IEA International Computer and Information Literacy Study International Report /
_cby Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt.
250 _a1st ed. 2014.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aXIII, 291 p. 28 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aForeword -- 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.
506 0 _aOpen Access
520 _aAbility 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.
650 0 _aAssessment.
_9384
650 0 _aEducation—Data processing.
_9788
650 0 _aInternational education .
_92400
650 0 _aComparative education.
_92401
650 1 4 _aAssessment, Testing and Evaluation.
_0http://scigraph.springernature.com/things/product-market-codes/O33000
_9390
650 2 4 _aComputers and Education.
_0http://scigraph.springernature.com/things/product-market-codes/I24032
_9790
650 2 4 _aInternational and Comparative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O13000
_92402
700 1 _aAinley, John.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_93065
700 1 _aSchulz, Wolfram.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92405
700 1 _aFriedman, Tim.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_93067
700 1 _aGebhardt, Eveline.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_95965
710 2 _aSpringerLink (Online service)
_9141
776 0 8 _iPrinted edition:
_z9783319142234
776 0 8 _iPrinted edition:
_z9783319142210
856 4 0 _uhttps://doi.org/10.1007/978-3-319-14222-7
912 _aZDB-2-SHU
912 _aZDB-2-SOB
942 _cEBK
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999 _c1293
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773 _tSpringer Nature Open Access eBook