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

2. 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. 3 Population & Sampling Population Grade 8 Sample Two stage PPS sample of schools Minimum 150 schools per country 20 students randomly selected from each grade 15 randomly selected teachers of the target grade in each school

4. 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. 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 community the student achievement outcome construct measured in ICILS.

6. 6 Computer and Information Literacy CIL > (technical competence + intellectual capacity) because of relationship to context and communicative purpose CIL focuses on real world uses Stronger (slightly) emphasis on understanding computer use than many described ICT or Digital Literacy constructs

7. 7 Strand 1 collecting and managing information Aspect 1.1: Knowing about and understanding computer use; Aspect 1.2: Accessing and evaluating information; and Aspect 1.3: Managing information

8. 8 Strand 1: Collecting and managing information Aspect 1.1: Knowing about and understanding computer use What 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 PROGRAMMING Execute basic commands (generic) Typically not prominent in ICT-related construct definitions

9. 9 Strand 1: Collecting and managing information Aspect 1.2:Accessing and evaluating information Technical and cognitive processes of investigation using known research questions (different to the broader sense of investigation) Unique challenges in computer-based rich contexts Filtering, evaluating usefulness, evaluating integrity Selecting information, explaining decisions

10. 10 Strand 1: Collecting and managing information Aspect 1.3: Managing information Relates 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. 11 Strand 2 producing and exchanging information: Aspect 2.1: Transforming information; Aspect 2.2: Creating information; Aspect 2.3: Sharing information; and Aspect 2.4: Using information safely and securely.

12. 12 Strand 2: Producing and exchanging information Aspect 2.1: Transforming information Alter a presentation of information (to make it easier to understand) Text to graphics, data to tables/charts, ideas to video

13. 13 Strand 2: Producing and exchanging information Aspect 2.2: Creating information Design (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. 14 Strand 2: Producing and exchanging information Aspect 2.3: Sharing information Interaction with others Collaborative workspaces, social networking, email, messaging etc. Purposeful communication with consideration of audience

15. 15 Strand 2: Producing and exchanging information Aspect 2.4: Using information safely and securely information security (e.g. passwords, phishing or other techniques of deception) consequences of publicly available personal information internet advertising techniques

16. 16 The ICILS Test Instrument 4 authentic task-driven modules Each 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. 17 The ICILS Test Instrument ModuleDescription 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.

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28. 28 Student questionnaire Background characteristics Computer use audit (in and out of school) Experience and frequency Operating systems ‘Study-related’ software use and activities Social communications Recreation In subjects in school (frequency)

29. 29 Student questionnaire Computer use perceptions and attitudes Information literacy skills (using a computer) learned at school Who taught students different computer uses Importance of ‘safe’ practices Proficiency completing different tasks Enjoyment/confidence

30. 30 Teacher questionnaire Background characteristics (including what they teach) Confidence in using computers Use of computers in teaching (software types, student and teacher activities) Attitudes to the usefulness of computers in teaching/learning Impediments to computer use Collaborative work practices Participation in other professional learning

31. 31 School questionnaires ICT-coordinator Role and experience with ICT Technology and software resources available for teaching and learning School ICT infrastructure Technical support in school Pedagogical support for teaching with ICT available Obstacles to use of ICT in school

32. 32 School questionnaires Principal questionnaire Principal characteristics and ICT experience/use School characteristics Perception of value of ICT use for learning Locus of decision-making for ICT aims in school Monitoring ICT use in school Responsibility for school ICT resources School ICT policies Extent of teacher participation in professional learning

33. 33 ICILS Instruments System data National Context Survey System-level policy for ICT in schools System-level practices for ICT in schools

34. 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-coordinators Student test delivered on USB sticks (web-based) Teacher and school instruments delivered by internet and with paper-based option

35. 35 ICILS International Report Release 20 November, 2011 Report includes National contexts for CIL education in ICILS countries CIL described scale of proficiency (4 levels described and explicated with examples) Variations in student achievement on the CIL across participating countries

36. 36 ICILS International Report Release 20 November, 2011 Report includes Associations between aspects of student background and CIL including the contribution of aspects of student background to variations in CIL achievement Students’ use of and engagement with ICT.

37. 37 ICILS International Report Release 20 November, 2011 Report includes The roles of schools in CIL-education. The roles of teachers in CIL-education Multivariate and multilevel models used to explain variations in CIL within countries. Discussion of possible implications of key ICILS result for policy and practice.

38. 38 Further Information Project website: icils.acer.edu.auicils.acer.edu.au IEA secretariat: http://www.iea.nl/http://www.iea.nl/ Contacts: ‎‎ p.korsnakova@iea.nl fraillon@acer.edu.au icils@acer.edu.au