Prepared for lifelong learning?

Results of IEA‘s International Computer and

Information Literacy Study (ICILS) 2013

Dirk Hastedt, IEANovember 2015

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Lifelong learning skills

• Todays’ life is increasingly impacted by modern technologies• Mobile banking tools• Email access on smart phones• Social media

• People worldwide increasingly use Computer Information Literacy (CIL) skills to be active, informed, and employable members of the communities in which they live

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Lifelong learning skills

• Also the teaching in schools increasingly makes use of computers and other digital learning devices• Students are asked to search for information on the WWW• Students are requested to create power point presentations,…

• Also for the learning after school we can expect the same…• Online University courses• Exchanging ideas in social networks• Reading news on the internet

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Prepared for a digital life?

• But are we preparing our children adequately for life in a digital world?

• To investigate this, IEA undertook a study on computer literary skills of students

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IEA

• Non-governmental research organization• Independent, international cooperative of national

research institutions and governmental research agencies

• Founded in 1958, more than 30 research studies of cross-national achievement

• Large-scale comparative studies of educational achievement and other aspects of education

• More than 60 member country institutions, nearly 100 participating countries in IEA studies

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Current IEA studies

Study Grades Years SubjectTIMSS 4,8,12 Since 1995 every 4 years Math and scienceTIMSS numeracy 4,5, or 6 2015,… Basic math knowledgePIRLS 4 Since 2001 every 5 years ReadingprePIRLS 4,5, or 6 Since 2011 every 5 years Basic reading skillsePIRLS 4 2016,… Reading in an online environmentICCS 8 2009, 2016,… Civic and citizenshipECES 0 2016 Early childhood educationETLS 10 2017 EnglishICILS 8 2013, 2018 Computer Literacy

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ICILS: Participating countries and scope

Australia, the City of Buenos Aires (Argentina)*, Chile, Croatia, Czech Republic, Denmark, Germany, Hong Kong SAR, Korea, Lithuania, the Netherlands, Norway (Grade 9), Newfoundland and Labrador (Canada)*, Ontario (Canada)*, Poland, the Russian Federation, the Slovak Republic, Slovenia, Switzerland, Thailand, and Turkey *Benchmarking participants

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Computer and Information Literacy

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 community.

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Computer and Information Literacy

Strand 1 collecting and managing information

Aspect 1.1: Knowing about and understanding computer use;Aspect 1.2: Accessing and evaluating information; andAspect 1.3: Managing information

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

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The assessment modulesModule 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 a simple website builder to create a webpage with information about a school-band competition.

Breathing Students manage files and evaluate and collect information to create a presentation to explain the process of breathing to eight- or nine-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.

CIL Scale Summary

Demonstrate familiarity with the basic range of software commands, recognize potential for misuse of computers

L1

Critical perspective and autonomy when gathering information or creating information products

Complete basic and explicit information gathering and management tasks, simple information products that show consistency of design, and show awareness of mechanisms for protecting personal information

L2

Search for and locate information, plan use of information when creating information products

Work independently using computers as information-gathering and management tools, recognize the nature and quality of information reflects the characteristics of people who created it

L3

Precision, efficiency and control when gathering information or creating information products

Evaluate the reliability of information based on its content and probable origin, create information products targeted for audience and purpose

L4

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“Digital Natives” “…this new generation didn’t have to relearn

anything to live lives of digital immersion.”

http://www.borndigitalbook.comToday’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. (Digital Natives, Digital Immigrants By Marc Prensky)

But are todays’ students really

digital natives?

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Easy item

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Easy item - results

Australia

Chile

Croatia

Czech

Republic

Germany

Korea, R

ep. of

Lithunia

Norway

Poland

Russian Fe

deration

Slova

k Republic

Slove

nia

Thailand

Turkey

Denmark

Hong Kong SAR

Netherlands

Switz

erland

Newfoundland and Labra

dor, Canada

Ontario, C

anada

City of B

uenos Aire

s, Arg

entina 0

10

20

30

40

50

60

70

80

90

15

Difficult item

16

Difficult item - results

Australia

Chile

Croatia

Czech

Republic

Germany

Korea, R

ep. of

Lithunia

Norway

Poland

Russian Fe

deration

Slova

k Republic

Slove

nia

Thailand

Turkey

Denmark

Hong Kong SAR

Netherlands

Switz

erland

Newfoundland and Labra

dor, Canada

Ontario, C

anada

City of B

uenos Aire

s, Arg

entina 0

5

10

15

20

25

30

35

40

17

Complex tasks

18

Complex tasks

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Proficiency levels

Korea, R

ep. of

Australia

Poland

Czech

Republic

Norway

Slova

k Republic

Russian Fe

deration

Croatia

Germany

Lithunia

Chilie

Slove

nia

Thailand

Turkey

ICILS 2013 ave

rage

Denmark

Hong Kong SAR

Netherlands

Switz

erland

Newfoundland and Labra

dor, Canda

Ontaria, C

anada

City of B

uenos Aire

s, Arg

entina 0

20

40

60

80

100

9 5 6 2 5 12 9 11 715 18

8

64 67

174

15 8 6 7 4

311918 20

1319

21 27 2522

30 30

28

23 24

23

17

2319 24 24

18

3436 42 4248

4640 41 42

45

39 4047

11 8

38

46

37

4145 40

42

2730 30 29 34 27 25 21 21 2415 13 16

2 1

2130

2329

23 25 32

75 4 4 3 3 2 2 1 1 1 2 2 3 4 2 4 5

Below level 1 Level 1 Level 2 Level 3 Level 4

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Some myths…

• Computers are a boys’ domain

Mostly girls score higher

Australia

Chile

Croatia

Czech

Republic

Germany

Korea, R

ep. of

Lithunia

Norway

Poland

Russian Fe

deration

Slova

k Republic

Slove

nia

Thailand

Turkey

ICILS 2013 ave

rage

Denmark

Hong Kong SAR

Netherlands

Switz

erland

Newfoundland and Labra

dor, Canada

Ontario, C

anada

City of B

uenos Aire

s, Arg

entina 0

10

20

30

40

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… and another myth…

Equipping schools with computers will automatically lead to innovative and modern teaching methods.

“Instead of parking themselves in a

lecture hall for hours, students will

work in collaborative spaces, where

future doctors, lawyers, business

leaders, engineers, journalists and

artists learn to integrate their different

approaches to problem solving and

innovate together.” (Forbes: The

Classroom In 2020)

Podcast

Vodcast

Web 2.0

WikisWeblog

P2P Applications

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Teachers’ use of ICT in class

Software tool Mean (%) Min (%) Max (%)Wordprocessors or Presentation Software 30 13 47Computer-Based Information Resources 23 16 32Tutorial Software or [Practice Programs] 15 7 28Interactive Digital Learning Resources 15 8 21Communication Software 10 3 17Multimedia Production Tools 8 1 17Graphing or Drawing Software 7 3 20Spreadsheets 7 3 16Data Logging and Monitoring Tools 6 2 13Digital Learning Games 5 2 9E-portfolios 4 1 10Social Media 4 1 18Concept Mapping Software 4 0 9Simulations and Modeling Software 3 0 6

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Some diversity in the extent of using computers in lessons

Australia

Croatia

Korea, Rep. o

f

Lithuania

Poland

Slova

k Republic

Thailand

ICILS 2013 ave

rage

Hong Kong SAR

Switz

erland

Ontario, C

anada

National averages for students’ use of computers for study purposes overall

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… but even more differences in learning ICT in schools

Australi

a

Croati

a

Korea, R

ep. o

f

Lithuan

ia

Poland

Slova

k Rep

ublic

Thail

and

ICILS 2013 av

erage

Hong Kong SAR

Switz

erlan

d

Ontario, C

anada

National averages for students’ learning of ICT tasks at school

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Are we creating a digital divide?

If computer literacy competencies are required in life but also for learning in schools, but if these competencies are not taught in school – will only students from privileged homes be successful?

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ICT Literacy can be learned in school

CountriesRegression coefficient for learning ICT in school and

students’ ICL score Australia 10.3 (2.8)Chile 11.1 (3.4)Croatia 5.7 (4.1)Czech Republic 3.0 (2.7)Korea, Rep. of -5.0 (4.2)Germany -5.4 (5.3)Lithuania -1.7 (4.0)Norway 4.0 (2.5)Poland 0.5 (4.0)Russian Federation -1.1 (3.8)Slovak Republic 4.4 (2.9)Slovenia 7.3 (2.9)Thailand 12.1(7.2)Turkey 11.5 (8.1)ICILS 2013 average 4.1 (1.2)

Countries not meeting sample requirements Denmark 2.3 (3.1)Hong Kong SAR 31.7 (6.9)Benchmarking participant not meeting sample requirements Newfoundland and Labrador, Canada

10.5 (2.8)

Ontario, Canada 5.5 (3.9)

… to varying degrees of success…

So, why is ICTL not used AND

taught more in schools?

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What impacts ICT use at school?

Country

Teachers’ ICT self-efficacy

Teachers’ Positive views of

ICT

Teachers Collaborate on ICT use

Lack of ICT resources at

school

Australia 0.20 0.17 0.19 0.02Chile 0.32 0.14 0.16 0.01Croatia 0.43 0.18 0.12 -0.05Czech Republic 0.31 0.12 0.16 0.00Korea, Rep. of 0.33 0.29 0.16 -0.01Lithuania 0.32 0.06 0.16 -0.06Poland 0.36 0.02 0.33 -0.06Russian Federation¹ 0.33 0.06 0.22 -0.09Slovak Republic 0.36 0.11 0.20 -0.03Slovenia 0.29 0.17 0.19 -0.03Thailand 0.34 0.13 0.21 -0.05Turkey 0.28 0.15 0.23 -0.21

ICILS 2013 average 0.32 0.13 0.19 -0.05

Regression coefficients on ICT use in schools

Teachers’ confidence in using ICT

Country All Teachers Under 40 40 and over DifferenceAustralia 55(0.2) 57(0.2) 53(0.3) -4(0.3)Chile 52(0.4) 55(0.3) 48(0.6) -7(0.7)Croatia 47(0.3) 52(0.4) 43(0.4) -8(0.6)Czech Republic 50(0.3) 53(0.3) 47(0.3) -6(0.4)Korea, Rep. of 53(0.3) 55(0.3) 52(0.5) -4(0.6)Lithuania 50(0.3) 55(0.5) 48(0.3) -6(0.7)Poland 51(0.3) 54(0.4) 50(0.4) -5(0.5)Russian Federation¹ 49(0.4) 52(0.5) 48(0.4) -4(0.5)Slovak Republic 50(0.2) 53(0.3) 47(0.3) -6(0.4)Slovenia 50(0.3) 54(0.5) 47(0.3) -7(0.5)Thailand 45(0.6) 48(0.6) 42(0.8) -7(0.7)Turkey 49(0.5) 50(0.5) 45(1.0) -5(1.0)ICILS 2013 average 50(0.1) 53(0.1) 47(0.1) -6(0.2)

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Maybe a focus on teacher training – especially for more experienced teachers – can help improve teacher’s self confidence and create more positive views…

… as well as create a cooperative environment for ICT use in schools…

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ICILS 2018

The IEA has launched a new cycle of ICILS with a main survey in 2018 to investigate the

teaching and learning of computer literacy skills more in-depth…

Thank you for your attention!

Questions?