prepared for lifelong learning? results of iea‘s international computer and information literacy...
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Prepared for lifelong learning?
Results of IEA‘s International Computer and
Information Literacy Study (ICILS) 2013
Dirk Hastedt, IEANovember 2015
2
Lifelong learning skills
• Todays’ life is increasingly impacted by modern technologies• Mobile banking tools• Email access on smart phones• Social media
• People worldwide increasingly use Computer Information Literacy (CIL) skills to be active, informed, and employable members of the communities in which they live
3
Lifelong learning skills
• Also the teaching in schools increasingly makes use of computers and other digital learning devices• Students are asked to search for information on the WWW• Students are requested to create power point presentations,…
• Also for the learning after school we can expect the same…• Online University courses• Exchanging ideas in social networks• Reading news on the internet
4
Prepared for a digital life?
• But are we preparing our children adequately for life in a digital world?
• To investigate this, IEA undertook a study on computer literary skills of students
5
IEA
• Non-governmental research organization• Independent, international cooperative of national
research institutions and governmental research agencies
• Founded in 1958, more than 30 research studies of cross-national achievement
• Large-scale comparative studies of educational achievement and other aspects of education
• More than 60 member country institutions, nearly 100 participating countries in IEA studies
6
Current IEA studies
Study Grades Years SubjectTIMSS 4,8,12 Since 1995 every 4 years Math and scienceTIMSS numeracy 4,5, or 6 2015,… Basic math knowledgePIRLS 4 Since 2001 every 5 years ReadingprePIRLS 4,5, or 6 Since 2011 every 5 years Basic reading skillsePIRLS 4 2016,… Reading in an online environmentICCS 8 2009, 2016,… Civic and citizenshipECES 0 2016 Early childhood educationETLS 10 2017 EnglishICILS 8 2013, 2018 Computer Literacy
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ICILS: Participating countries and scope
Australia, the City of Buenos Aires (Argentina)*, Chile, Croatia, Czech Republic, Denmark, Germany, Hong Kong SAR, Korea, Lithuania, the Netherlands, Norway (Grade 9), Newfoundland and Labrador (Canada)*, Ontario (Canada)*, Poland, the Russian Federation, the Slovak Republic, Slovenia, Switzerland, Thailand, and Turkey *Benchmarking participants
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Computer and Information Literacy
An individual’s ability to use computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace and in the community.
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Computer and Information Literacy
Strand 1 collecting and managing information
Aspect 1.1: Knowing about and understanding computer use;Aspect 1.2: Accessing and evaluating information; andAspect 1.3: Managing information
Strand 2 producing and exchanging information
Aspect 2.1: Transforming information;Aspect 2.2: Creating information;Aspect 2.3: Sharing information; andAspect 2.4: Using information safely and securely
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The assessment modulesModule Description and Large Task
After-school exercise
Students set up an online collaborative workspace to share information and then select and adapt information to create an advertising poster for the after-school exercise program.
Band competition
Students plan a website, edit an image, and use a simple website builder to create a webpage with information about a school-band competition.
Breathing Students manage files and evaluate and collect information to create a presentation to explain the process of breathing to eight- or nine-year-old students.
School trip Students help plan a school trip using online database tools and select and adapt information to produce an information sheet about the trip for their peers. The information sheet includes a map created using an online mapping tool.
CIL Scale Summary
Demonstrate familiarity with the basic range of software commands, recognize potential for misuse of computers
L1
Critical perspective and autonomy when gathering information or creating information products
Complete basic and explicit information gathering and management tasks, simple information products that show consistency of design, and show awareness of mechanisms for protecting personal information
L2
Search for and locate information, plan use of information when creating information products
Work independently using computers as information-gathering and management tools, recognize the nature and quality of information reflects the characteristics of people who created it
L3
Precision, efficiency and control when gathering information or creating information products
Evaluate the reliability of information based on its content and probable origin, create information products targeted for audience and purpose
L4
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“Digital Natives” “…this new generation didn’t have to relearn
anything to live lives of digital immersion.”
http://www.borndigitalbook.comToday’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. (Digital Natives, Digital Immigrants By Marc Prensky)
But are todays’ students really
digital natives?
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Easy item
14
Easy item - results
Australia
Chile
Croatia
Czech
Republic
Germany
Korea, R
ep. of
Lithunia
Norway
Poland
Russian Fe
deration
Slova
k Republic
Slove
nia
Thailand
Turkey
Denmark
Hong Kong SAR
Netherlands
Switz
erland
Newfoundland and Labra
dor, Canada
Ontario, C
anada
City of B
uenos Aire
s, Arg
entina 0
10
20
30
40
50
60
70
80
90
15
Difficult item
16
Difficult item - results
Australia
Chile
Croatia
Czech
Republic
Germany
Korea, R
ep. of
Lithunia
Norway
Poland
Russian Fe
deration
Slova
k Republic
Slove
nia
Thailand
Turkey
Denmark
Hong Kong SAR
Netherlands
Switz
erland
Newfoundland and Labra
dor, Canada
Ontario, C
anada
City of B
uenos Aire
s, Arg
entina 0
5
10
15
20
25
30
35
40
17
Complex tasks
18
Complex tasks
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Proficiency levels
Korea, R
ep. of
Australia
Poland
Czech
Republic
Norway
Slova
k Republic
Russian Fe
deration
Croatia
Germany
Lithunia
Chilie
Slove
nia
Thailand
Turkey
ICILS 2013 ave
rage
Denmark
Hong Kong SAR
Netherlands
Switz
erland
Newfoundland and Labra
dor, Canda
Ontaria, C
anada
City of B
uenos Aire
s, Arg
entina 0
20
40
60
80
100
9 5 6 2 5 12 9 11 715 18
8
64 67
174
15 8 6 7 4
311918 20
1319
21 27 2522
30 30
28
23 24
23
17
2319 24 24
18
3436 42 4248
4640 41 42
45
39 4047
11 8
38
46
37
4145 40
42
2730 30 29 34 27 25 21 21 2415 13 16
2 1
2130
2329
23 25 32
75 4 4 3 3 2 2 1 1 1 2 2 3 4 2 4 5
Below level 1 Level 1 Level 2 Level 3 Level 4
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Some myths…
• Computers are a boys’ domain
Mostly girls score higher
Australia
Chile
Croatia
Czech
Republic
Germany
Korea, R
ep. of
Lithunia
Norway
Poland
Russian Fe
deration
Slova
k Republic
Slove
nia
Thailand
Turkey
ICILS 2013 ave
rage
Denmark
Hong Kong SAR
Netherlands
Switz
erland
Newfoundland and Labra
dor, Canada
Ontario, C
anada
City of B
uenos Aire
s, Arg
entina 0
10
20
30
40
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… and another myth…
Equipping schools with computers will automatically lead to innovative and modern teaching methods.
“Instead of parking themselves in a
lecture hall for hours, students will
work in collaborative spaces, where
future doctors, lawyers, business
leaders, engineers, journalists and
artists learn to integrate their different
approaches to problem solving and
innovate together.” (Forbes: The
Classroom In 2020)
Podcast
Vodcast
Web 2.0
WikisWeblog
P2P Applications
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Teachers’ use of ICT in class
Software tool Mean (%) Min (%) Max (%)Wordprocessors or Presentation Software 30 13 47Computer-Based Information Resources 23 16 32Tutorial Software or [Practice Programs] 15 7 28Interactive Digital Learning Resources 15 8 21Communication Software 10 3 17Multimedia Production Tools 8 1 17Graphing or Drawing Software 7 3 20Spreadsheets 7 3 16Data Logging and Monitoring Tools 6 2 13Digital Learning Games 5 2 9E-portfolios 4 1 10Social Media 4 1 18Concept Mapping Software 4 0 9Simulations and Modeling Software 3 0 6
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Some diversity in the extent of using computers in lessons
Australia
Croatia
Korea, Rep. o
f
Lithuania
Poland
Slova
k Republic
Thailand
ICILS 2013 ave
rage
Hong Kong SAR
Switz
erland
Ontario, C
anada
National averages for students’ use of computers for study purposes overall
25
… but even more differences in learning ICT in schools
Australi
a
Croati
a
Korea, R
ep. o
f
Lithuan
ia
Poland
Slova
k Rep
ublic
Thail
and
ICILS 2013 av
erage
Hong Kong SAR
Switz
erlan
d
Ontario, C
anada
National averages for students’ learning of ICT tasks at school
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Are we creating a digital divide?
If computer literacy competencies are required in life but also for learning in schools, but if these competencies are not taught in school – will only students from privileged homes be successful?
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ICT Literacy can be learned in school
CountriesRegression coefficient for learning ICT in school and
students’ ICL score Australia 10.3 (2.8)Chile 11.1 (3.4)Croatia 5.7 (4.1)Czech Republic 3.0 (2.7)Korea, Rep. of -5.0 (4.2)Germany -5.4 (5.3)Lithuania -1.7 (4.0)Norway 4.0 (2.5)Poland 0.5 (4.0)Russian Federation -1.1 (3.8)Slovak Republic 4.4 (2.9)Slovenia 7.3 (2.9)Thailand 12.1(7.2)Turkey 11.5 (8.1)ICILS 2013 average 4.1 (1.2)
Countries not meeting sample requirements Denmark 2.3 (3.1)Hong Kong SAR 31.7 (6.9)Benchmarking participant not meeting sample requirements Newfoundland and Labrador, Canada
10.5 (2.8)
Ontario, Canada 5.5 (3.9)
… to varying degrees of success…
So, why is ICTL not used AND
taught more in schools?
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What impacts ICT use at school?
Country
Teachers’ ICT self-efficacy
Teachers’ Positive views of
ICT
Teachers Collaborate on ICT use
Lack of ICT resources at
school
Australia 0.20 0.17 0.19 0.02Chile 0.32 0.14 0.16 0.01Croatia 0.43 0.18 0.12 -0.05Czech Republic 0.31 0.12 0.16 0.00Korea, Rep. of 0.33 0.29 0.16 -0.01Lithuania 0.32 0.06 0.16 -0.06Poland 0.36 0.02 0.33 -0.06Russian Federation¹ 0.33 0.06 0.22 -0.09Slovak Republic 0.36 0.11 0.20 -0.03Slovenia 0.29 0.17 0.19 -0.03Thailand 0.34 0.13 0.21 -0.05Turkey 0.28 0.15 0.23 -0.21
ICILS 2013 average 0.32 0.13 0.19 -0.05
Regression coefficients on ICT use in schools
Teachers’ confidence in using ICT
Country All Teachers Under 40 40 and over DifferenceAustralia 55(0.2) 57(0.2) 53(0.3) -4(0.3)Chile 52(0.4) 55(0.3) 48(0.6) -7(0.7)Croatia 47(0.3) 52(0.4) 43(0.4) -8(0.6)Czech Republic 50(0.3) 53(0.3) 47(0.3) -6(0.4)Korea, Rep. of 53(0.3) 55(0.3) 52(0.5) -4(0.6)Lithuania 50(0.3) 55(0.5) 48(0.3) -6(0.7)Poland 51(0.3) 54(0.4) 50(0.4) -5(0.5)Russian Federation¹ 49(0.4) 52(0.5) 48(0.4) -4(0.5)Slovak Republic 50(0.2) 53(0.3) 47(0.3) -6(0.4)Slovenia 50(0.3) 54(0.5) 47(0.3) -7(0.5)Thailand 45(0.6) 48(0.6) 42(0.8) -7(0.7)Turkey 49(0.5) 50(0.5) 45(1.0) -5(1.0)ICILS 2013 average 50(0.1) 53(0.1) 47(0.1) -6(0.2)
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Maybe a focus on teacher training – especially for more experienced teachers – can help improve teacher’s self confidence and create more positive views…
… as well as create a cooperative environment for ICT use in schools…
31
ICILS 2018
The IEA has launched a new cycle of ICILS with a main survey in 2018 to investigate the
teaching and learning of computer literacy skills more in-depth…
Thank you for your attention!
Questions?
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