Preparing for Life in a Digital World IEA International Computer and Information Literacy Study 2018 International Report

• Main Author: Fraillon, Julian (auth)
• Other Authors: Ainley, John (auth), Schulz, Wolfram (auth), Friedman, Tim (auth), Duckworth, Daniel (auth)
• Format: Electronic Book Chapter
• Language: English
• Published: Springer Nature 2020
• Subjects: Examinations & assessment; Educational equipment & technology, computer-aided learning (CAL); Education; Assessment, Testing and Evaluation; Technology and Digital Education; Computers and Education; International and Comparative Education; Assessment of computer and information literacy; CIL; Computer and Information Literacy; Digital competence; Education on computer and information literacy; Educational quality and progress; ICILS assessment framework; ICT literacy; IEA; IEA Amsterdam; Int'l Association for the Evaluation of Educational Achievement; International computer and information literacy study; Policy and practice in CIL education; Students' engagement with ICT; Young people's participation in the digital age; ICILS 2018; Students' computer and information literacy achievement; Open Access; Education: examinations & assessment
• Online Access: DOAB: download the publication; DOAB: description of the publication

This Open Access book summarizes the key findings from the second cycle of IEA's International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students' computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students' computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students' CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.