Intro -- Foreword -- Contents -- List of tables and figures -- Executive summary -- 1 Introduction to the IEA International Computer and Information Literacy Study 2018 -- Background -- Purposes of ICILS 2018 -- Research questions -- The ICILS assessment framework -- ICILS instruments -- Participating countries, population, sample design, and achieved samples -- Structure of this report -- References -- 2 The contexts for education on computer and information literacy and computational thinking -- Chapter highlights -- Introduction -- Collecting data on contexts for CIL/CT education -- Education systems and national contexts -- ICT infrastructure and economic characteristics of countries -- Approaches to CIL/CT education in ICILS countries -- Schools' access to ICT resources -- School policies and practices for using ICT -- References -- 3 Students' computer and information literacy -- Chapter highlights -- Introduction -- Assessing CIL -- The CIL described achievement scale -- Describing CIL learning progress -- Example CIL items -- Comparison of CIL across countries -- Achievement across countries with respect to proficiency levels -- Trends in CIL achievement -- Variation in CIL across countries with respect to student background characteristics -- Home background indicators and CIL -- References -- 4 Students' computational thinking -- Chapter highlights -- Introduction -- Assessing CT -- The CT achievement scale -- Example CT tasks -- Comparison of CT across countries -- Variation in CT across countries with respect to student background characteristics -- The association between CT and CIL -- References -- 5 Students' engagement with information and communications technologies -- Chapter highlights -- Introduction -- Student general engagement with ICT -- Student engagement with ICT for school-related purposes.

Learning about ICT at school -- Student perceptions of ICT -- References -- 6 Teaching with and about information and communications technologies -- Chapter highlights -- Introduction -- Teachers' familiarity with and views of ICT -- Perceptions of schools' ICT learning environments -- Teacher emphasis on learning CIL and CT -- Teachers' use of ICT for teaching and learning -- References -- 7 Investigating variations in computer and information literacy and computational thinking -- Chapter highlights -- Background -- Data and methods -- Explaining variation in CIL -- Explaining variation in CT -- References -- 8 Reflections on the IEA International Computer and Information Literacy Study 2018 -- ICILS as a pioneering study -- The nature of CIL and CT -- CIL and CT achievements vary greatly within countries -- CIL, CT, digital literacy, and student gender -- Evidence of the digital divide -- Supporting teachers to use ICT in their teaching -- Future directions for research -- References -- APPENDICES -- APPENDIX A: Sampling information and participation rates -- Appendix B: Percentage correct by country for example large task scoring criteria -- Appendix C: Percentiles, means, and standard deviations of computer and information literacy and computational thinking -- Appendix D: Pair-wise comparisons of average achievement data -- Appendix E: Student percentages for dichotomous variables -- Appendix F: Item maps -- Appendix G: Organizations and individuals involved in ICILS 2018.

Description based on publisher supplied metadata and other sources.

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