The IEA International Computer and Information Literacy Study Paulina Korsnakova IEA Secretariat Julian Fraillon Australian Council for Educational Research.

The IEA International Computer and Information Literacy Study

Paulina KorsnakovaIEA SecretariatJulian Fraillon

Australian Council for Educational Research

2

ICILS aims to:investigate, in a range of countries, the ways in which young people are developing computer and information literacy (CIL) to support their capacity to participate in the digital age

3

Population & Sampling

PopulationGrade 8

SampleTwo stage PPS sample of schoolsMinimum 150 schools per country20 students randomly selected from each grade15 randomly selected teachers of the target grade in each school

4

Summary Research Questions

1. What variations exist between countries, and within countries, in student computer and information literacy?

2. What aspects of schools and education systems are related to student achievement in computer and information literacy?

3. What characteristics of students’ technological backgrounds are related to student achievement in computer and information literacy?

4. What individual/personal student characteristics are related to student achievement in computer and information literacy?

5

CIL is: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 communitythe student achievement outcome construct measured in ICILS.

6

Computer and Information LiteracyCIL > (technical competence + intellectual capacity) because of relationship to context and communicative purposeCIL focuses on real world usesStronger (slightly) emphasis on understanding computer use than many described ICT or Digital Literacy constructs

7

Strand 1 collecting and managing informationAspect 1.1: Knowing about and understanding computer use;Aspect 1.2: Accessing and evaluating information; andAspect 1.3: Managing information

8

Strand 1: Collecting and managing information

Aspect 1.1: Knowing about and understanding computer useWhat are computers, what do they do, how do they do it, what uses do we have for them, what different softwares exist for different purposes?… NOT PROGRAMMINGExecute basic commands (generic)Typically not prominent in ICT-related construct definitions

9

Strand 1: Collecting and managing information

Aspect 1.2: Accessing and evaluating informationTechnical and cognitive processes of investigation using known research questions (different to the broader sense of investigation)Unique challenges in computer-based rich contextsFiltering, evaluating usefulness, evaluating integritySelecting information, explaining decisions

10

Strand 1: Collecting and managing information

Aspect 1.3: Managing informationRelates to student use of information as a commodity (independent of detailed content)What can be done with information, how is it organised, what architectures work for different information types, how is an information structure best managed?Establishing file structure, sorting and filtering data, designing data structures

11

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.

12

Strand 2: Producing and exchanging information

Aspect 2.1: Transforming informationAlter a presentation of information (to make it easier to understand)Text to graphics, data to tables/charts, ideas to video

13

Strand 2: Producing and exchanging information

Aspect 2.2: Creating informationDesign (and make) a new information product for a specified purpose and audience.Make a poster using graphics software, make a presentation, edit together film clips and add captions to communicate a message.

14

Strand 2: Producing and exchanging information

Aspect 2.3: Sharing informationInteraction with others Collaborative workspaces, social networking, email, messaging etc.Purposeful communication with consideration of audience

15

Strand 2: Producing and exchanging information

Aspect 2.4: Using information safely and securelyinformation security (e.g. passwords, phishing or other techniques of deception)consequences of publicly available personal informationinternet advertising techniques

16

The ICILS Test Instrument

4 authentic task-driven modulesEach student completes two modules (fully balanced rotation randomly assigned)Each module is a set of questions and tasks based on an authentic theme and following a linear narrative structure.The modules have smaller research-based tasks leading up to a ‘large’ communicative tasks

17

The ICILS Test Instrument

Module 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 simple website builder to create a webpage with information about a school band competition.

Breathing

Students manage files, evaluate and collect information to create a presentation to explain the process of breathing to 8 or 9 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.

18

19

20

21

22

23

24

25

26

27

28

Student questionnaireBackground characteristicsComputer use audit (in and out of school)

Experience and frequencyOperating systems‘Study-related’ software use and activitiesSocial communicationsRecreationIn subjects in school (frequency)

29

Student questionnaireComputer use perceptions and attitudes

Information literacy skills (using a computer) learned at schoolWho taught students different computer usesImportance of ‘safe’ practicesProficiency completing different tasksEnjoyment/confidence

30

Teacher questionnaire

Teacher questionnaireBackground characteristics (including what they teach)Confidence in using computersUse of computers in teaching (software types, student and teacher activities)Attitudes to the usefulness of computers in teaching/learningImpediments to computer useCollaborative work practicesParticipation in other professional learning

31

School questionnaires

ICT-coordinatorRole and experience with ICTTechnology and software resources available for teaching and learningSchool ICT infrastructureTechnical support in schoolPedagogical support for teaching with ICT availableObstacles to use of ICT in school

32

School questionnaires

Principal questionnairePrincipal characteristics and ICT experience/useSchool characteristicsPerception of value of ICT use for learningLocus of decision-making for ICT aims in schoolMonitoring ICT use in schoolResponsibility for school ICT resourcesSchool ICT policiesExtent of teacher participation in professional learning

33

ICILS InstrumentsSystem data

National Context SurveySystem-level policy for ICT in schoolsSystem-level practices for ICT in schools

34

ICILS Data Collection

Feb-May 2013 (Northern Hemisphere)October-December 2013 (Southern Hemisphere)21 countries ~ 60,000 students~ 3300 schools~ 35,000 teachers~ 3300 principals and ICT-coordinatorsStudent test delivered on USB sticks (web-based)Teacher and school instruments delivered by internet and with paper-based option

35

ICILS International Report

Release 20 November, 2011Report includes

National contexts for CIL education in ICILS countriesCIL described scale of proficiency (4 levels described and explicated with examples)Variations in student achievement on the CIL across participating countries

36

ICILS International Report

Release 20 November, 2011Report includes

Associations between aspects of student background and CIL including the contribution of aspects of student background to variations in CIL achievementStudents’ use of and engagement with ICT.

37

ICILS International Report

Release 20 November, 2011Report includes

The roles of schools in CIL-education. The roles of teachers in CIL-educationMultivariate and multilevel models used to explain variations in CIL within countries.Discussion of possible implications of key ICILS result for policy and practice.

38

Further Information

Project website: icils.acer.edu.au

IEA secretariat: http://www.iea.nl/

Contacts: p.korsnakova@iea.nl

fraillon@acer.edu.au

icils@acer.edu.au