Gebhardt, Eveline.
Gender Differences in Computer and Information Literacy : An in-Depth Analysis of Data from ICILS. - 1st ed. - 1 online resource (82 pages) - IEA Research for Education Series ; v.8 . - IEA Research for Education Series .
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.
9783030262037
Electronic books.
HQ12-449
Gender Differences in Computer and Information Literacy : An in-Depth Analysis of Data from ICILS. - 1st ed. - 1 online resource (82 pages) - IEA Research for Education Series ; v.8 . - IEA Research for Education Series .
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.
9783030262037
Electronic books.
HQ12-449