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Author: Julian Fraillon Publisher: Springer ISBN: 9783030387808 Category : Education Languages : en Pages : 297
Book Description
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.
Author: Julian Fraillon Publisher: Springer ISBN: 9783030387808 Category : Education Languages : en Pages : 297
Book Description
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.
Author: Julian Fraillon Publisher: Springer Nature ISBN: 303038781X Category : Education Languages : en Pages : 315
Book Description
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.
Author: Julian Fraillon Publisher: Springer ISBN: 3319142224 Category : Education Languages : en Pages : 291
Book Description
Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students’ CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as “digital natives” with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Author: Julian Fraillon Publisher: ISBN: 9789079549269 Category : Languages : en Pages : 0
Book Description
Report of the International Computer and Information Literacy Study (ICILS), that studied the extent to which young people have developed computer and information literacy (CIL) to support their capacity to participate in the digital age. The study focused on: variations in CIL within and across countries; aspects of schools, education systems and teaching associated with student achievement in CIL; the extent to which students' access to, familiarity with, and self-reported proficiency in using computers is associated with student achievement in CIL; and aspects of students' personal and social backgrounds associated with CIL. [p.15, ed].
Author: Alan November Publisher: Solution Tree Press ISBN: 1935542591 Category : Education Languages : en Pages : 80
Book Description
Learn how to harness students’ natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites.
Author: Daniel Post Senning Publisher: Open Road Media ISBN: 1453227814 Category : Reference Languages : en Pages : 195
Book Description
The great-great-grandson of Emily Post carries on her well-mannered tradition with netiquette rules for social media, online dating, work, and more. For generations of Americans, the Emily Post Institute is the authoritative source on how to behave with confidence and tact. Manners in a Digital World is its up-to-the-minute, straight-talking guide that tackles how we should act when using a digital device or when online. As communication technologies change, our smartphones and tablets become even more essential to our daily lives, and the most polished and appropriate ways to use them often remain unclear. As anyone who has mistakenly forwarded an email knows, there are many pitfalls, too. This essential guide discusses topics such as: · Why you need a healthy digital diet that includes texts, emails, and calls · How to appropriately handle a breakup announcement on social media · What makes for the best—and the worst—online comment · How to maintain privacy and security for online profiles and accounts, essential for everything from banking to online dating · How parents and children can establish digital house rules · The appropriate, low-maintenance ways to separate personal and professional selves online Emily Post’s Manners in a Digital World is for technophiles and technophobes alike—it’s for anyone who wants to navigate today’s communication environment with emotional intelligence.
Author: Sonia Livingstone Publisher: Oxford University Press, USA ISBN: 0190874694 Category : Computers Languages : en Pages : 273
Book Description
"In the decades it takes to bring up a child, parents face challenges that are both helped and hindered by the fact that they are living through a period of unprecedented digital innovation. Drawing on extensive research with diverse parents, this book reveals how digital technologies give personal and political parenting struggles a distinctive character, as parents determine how to forge new territory with little precedent, or support. The book reveals the pincer movement of parenting in late modernity. Parents are both more burdened with responsibilities and charged with respecting the agency of their child-leaving much to negotiate in today's "democratic" families. The book charts how parents now often enact authority and values through digital technologies-as "screen time," games, or social media become ways of both being together and setting boundaries. The authors show how digital technologies introduce both valued opportunities and new sources of risk. To light their way, parents comb through the hazy memories of their own childhoods and look toward varied imagined futures. This results in deeply diverse parenting in the present, as parents move between embracing, resisting, or balancing the role of technology in their own and their children's lives. This book moves beyond the panicky headlines to offer a deeply researched exploration of what it means to parent in a period of significant social and technological change. Drawing on qualitative and quantitative research in the United Kingdom, the book offers conclusions and insights relevant to parents, policymakers, educators, and researchers everywhere"--
Author: Michael E. Auer Publisher: Springer ISBN: 3319732102 Category : Technology & Engineering Languages : en Pages : 968
Book Description
This book gathers the Proceedings of the 20th International Conference on Interactive Collaborative Learning (ICL2017), held in Budapest, Hungary on 27–29 September 2017. The authors are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of technological developments and global markets, and the need for flexibility and agility are essential and challenging elements of this process that have to be tackled in general, but especially in engineering education. To face these current real-world challenges, higher education has to find innovative ways to quickly respond to them. Since its inception in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning. Today the ICL conferences offer a forum for exchange concerning relevant trends and research results, and for sharing practical experience gained while developing and testing elements of new technologies and pedagogies in the learning context.
Author: Mirit Barzillai Publisher: John Benjamins Publishing Company ISBN: 902726371X Category : Language Arts & Disciplines Languages : en Pages : 254
Book Description
With digital screens becoming increasingly ubiquitous in the lives of children, from their homes to their classrooms, understanding the influence of these technologies on the ways children read takes on great importance. The aim of this edited volume is to examine how advances in technology are shaping children’s reading skills and development. The chapters in this volume explore the influence of various aspects of digital texts, the child’s cognitive and motivational skills, and the child’s environment on reading development in digital contexts. Each chapter draws upon the expertise of scientists and researchers across countries and disciplines to review what is currently known about the influence of technology on reading, how it is studied, and to offer new insights and research directions based on recent work.
Author: Julian Fraillon
Author: Julian Fraillon
Author: Julian Fraillon
Author: Julian Fraillon
Author: Julian Fraillon
Author: Alan November
Author: Daniel Post Senning
Author: Sonia Livingstone
Author: Michael E. Auer
Author: Mirit Barzillai
Author: Netexplo (France)