Intro -- Foreword -- Contents -- List of Tables and Figures -- Tables -- Figures -- Executive Summary -- About the study -- Data -- Computer and information literacy -- The construct -- Assessing computer and information literacy -- The computer and information literacy scale -- Variations in student achievement on the CIL scale -- Variations across countries -- Factors associated with variations in CIL -- Student use of ICT -- Computer use outside school -- Use of ICT for school work -- Teacher and school use of ICT -- Teacher use of ICT -- School-based ICT provision and use -- Conclusion -- Chapter 1: Introduction -- Background -- Research questions -- Participating countries, population, and sample design -- Population definitions -- Sample design -- The ICILS assessment framework -- The computer and information literacy framework -- The ICILS contextual framework -- The wider community level -- The national (system) level -- School/classroom level -- Home level -- Individual level -- Data collection and ICILS instruments -- Report context and scope -- Chapter 2: The Contexts for Education onComputer and Information Literacy -- Introduction -- Collecting data on contexts for CIL education -- Characteristics of the education systems in participatingICILS countries -- Infrastructure and resources for education in CIL -- Approaches to CIL education in ICILS countries -- Conclusion -- Chapter 3: Students' Computer and InformationLiteracy -- Assessing CIL -- The CIL described achievement scale -- Example ICILS test items -- The five discrete task items -- Example ICILS large-task item -- Comparison of CIL across countries -- Distribution of student achievement scores -- CIL relative to the ICT Development Index and national student-computer ratios -- Pair-wise comparisons of CIL -- Achievement across countries with respect to proficiency levels.

Conclusion -- Chapter 4: The Influence of Students' Personaland Home Background on Computerand Information Literacy -- Gender and CIL -- Home background indicators and CIL -- Educational aspirations -- Socioeconomic background -- Immigrant status and language use -- Home ICT resources -- Influence of combined home background variables on CIL -- Conclusion -- Chapter 5: Students' Use of and Engagementwith ICT at Home and School -- Introduction -- ICT at home and school -- Familiarity with computers -- Experience with using computers -- Frequency of computer use -- Student use of computers outside school -- Computer-based applications used outside school -- Internet use for communication and exchange of information -- Computer use for recreation -- Computer use for and at school -- School-related use of computers -- Extent of use for particular school-related purposes -- Use of computers in subject areas -- Learning about computer and information literacy at school -- Student perceptions of ICT -- ICT self-efficacy -- Student interest and enjoyment in using computers and computing -- Associations between perceptions and achievement -- Conclusion -- Chapter 6: School Environments for Teaching andLearning Computer and InformationLiteracy -- Introduction -- Schools' access to ICT resources -- School policies and practices for using ICT -- Perceptions of school ICT learning environments -- Teachers' professional development in using ICT forpedagogical purposes -- School perspectives -- Teacher perspectives -- Conclusion -- Chapter 7: Teaching with and about Informationand Communication Technologies -- Introduction -- Background -- Teachers' familiarity with ICT -- Experience with and use of computers -- Teachers' views about ICT -- Benefits of ICT in school education -- Confidence in using ICT -- Associations between ICT use and teachers' views.

Teaching with and about ICT -- Prevalence of ICT use -- Developing computer and information literacy -- Factors associated with emphasis on developing CIL -- The ICT tools teachers were using -- Types of tools -- Use in learning activities -- Use in teaching practices -- Conclusion -- Chapter 8: Investigating Variations in Computerand Information Literacy -- A model for explaining variation in CIL -- Influences on variation in CIL -- Student-level influences -- School-level influences -- Student-level and school-level background influences -- Summary of influences on CIL -- Conclusion -- Chapter 9: Conclusions and Discussion -- ICILS guiding questions -- Student proficiency in using computers -- The computer and information literacy (CIL) scale -- Student achievement on the CIL scale -- Students' computer use and CIL -- Computer use outside school -- Use of ICT for school work -- Students' perceptions of ICT -- Teacher, school, and education system characteristicsrelevant to CIL -- General approaches to CIL education -- Teachers and CIL -- Schools and CIL -- Results from the multivariate analyses -- Reflections on policy and practice -- Future directions for research -- Appendices -- APPENDIX A: Samples and participation rates -- APPENDIX B: Percentage correct by country for example large taskscoring criteria -- APPENDIX C: Percentiles and standard deviations for computer andinformation literacy -- APPENDIX D: The scaling of ICILS questionnaire items -- APPENDIX E: Item-by-score maps -- APPENDIX F: Effects of indicators of missing school and teacher data -- APPENDIX G: Organizations and individuals involved in ICILS -- International study center -- Staff at ACER -- International Association for the Evaluation of EducationalAchievement (IEA) -- Staff at the IEA Secretariat -- Staff at the IEA Data Processing and Research Center (DPC) -- SoNET Systems.

Staff at SoNET Systems -- ICILS Project Advisory Committee (PAC -- PAC members -- ICILS sampling referee -- National research coordinators -- Australia -- Buenos Aires (Argentina) -- Canada -- Chile -- Croatia -- Czech Republic -- Denmark -- Germany -- Hong Kong SAR -- Korea, Republic of -- Lithuania -- Netherlands -- Norway -- Poland -- Russian Federation -- Slovak Republic -- Slovenia -- Switzerland -- Thailand -- Turkey -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.