Meanings of criteria and norms: Analyses and comparisons of ICT literacy competencies of middle school students

Kim, JaMee; Lee, Wongyu

doi:10.1016/j.compedu.2012.12.018

Cited by 35 publications

(19 citation statements)

References 13 publications

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“…In Australia, over four cycles of national assessment of ICT literacy at grades six and 10, the difference between the performance of female and male students averaged one-fifth of a standard deviation (ACARA 2015). Similar size differences (that is, about one-fifth of a standard deviation) were reported between female and male students at elementary and middle levels of school in the Republic of Korea's national assessment of ICT literacy (Kim and Lee 2013;Kim et al 2014). Aesaert and van Braak (2015) reported similar differences for upper primary school students in the Netherlands, while Hatlevik et al (2015) reported statistically significant, but slightly smaller differences in favor of female students in a study of a sample of upper primary students in Norway.…”

Section: Students' Computer and Information Literacysupporting

confidence: 56%

“…Educators and systems have also recognized the importance of ensuring that both male and female students develop those capacities. Many large-scale educational assessments in a range of countries have reported that, on average, female students score higher than male students on ICT-related assessments, such as national studies in Australia (ACARA [Australian Curriculum, Assessment and Reporting Authority] 2015), Chile (Claro et al 2012), and the Republic of Korea (Kim and Lee 2013;Kim et al 2014). These results are intriguing because they defy commonly held expectations and do not reflect the gender balance in employment patterns in computer-related industries or participation in further studies in computing and information technology.…”

Section: Introductionmentioning

confidence: 99%

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Introduction to Gender Differences in Computer and Information Literacy

Gebhardt

Thomson

Ainley

et al. 2019

IEA Research for Education

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As computer and information technologies increasingly dominate modern life, educators and policymakers recognize the importance of ensuring that all students are able to use computers to investigate, create, and communicate effectively. Intriguingly, results from IEA's International Computer and Information Literacy Study (ICILS) of grade eight students, undertaken in 2013, indicated that female students generally had higher computer and information literacy (CIL) scale scores than male students. This book further analyzes the data collected by ICILS 2013, providing an in-depth investigation of the gender differences in the CIL abilities of students and their teachers. After establishing how CIL (and other similar constructs) are assessed, this chapter reviews the existing research into gender differences in students' CIL; this is based mainly on data collected by large-scale assessments. Patterns in students' use of information and computer technologies, their perceptions of computer technology, and their sense of competence in using computer technologies reveal gender differences that might be associated with the differing development of students' CIL. Gender differences among teachers, in their confidence in the use of computer technologies and their attitudes to the pedagogical use of those technologies, are also examined.

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Section: Students' Computer and Information Literacysupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Introduction to Gender Differences in Computer and Information Literacy

Gebhardt

Thomson

Ainley

et al. 2019

IEA Research for Education

View full text Add to dashboard Cite

show abstract

“…Previous research on assessment of ICT literacy has to a large degree reported ICT literacy as a composite scale (Kim & Lee, 2013;Kim, Kil, & Shin, 2014;Zelman, Avdeeva, Shmis, Vasiliev, & Froumin, 2011). Yet these studies referred to multidimensional constructs.…”

Section: Two Examples Of Operationalization Of Ict Literacy Frameworkmentioning

confidence: 99%

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Siddiq

Hatlevik

Olsen

et al. 2016

Educational Research Review

190

172

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My four-year PhD journey has come to an end and made me realize that this would not have been possible without the tremendous support and encouragement from so many people. First, my most sincere gratitude goes to my main supervisor professor, Rolf Vegar Olsen. With a great balance between giving me the freedom and responsibility to shape my projects, and the continued support and guidance to reach my (sometimes far-fetched) goals, this has been an interesting, fun, challenging, and personally and professionally enriching journey. You have always provided academic guidance, and your support, encouragement, and constructive feedback on my work have been extremely valuable to me. I would also like to give my deepest thanks to my co-supervisor, professor Ove Edvard Hatlevik, whom I got halfway through. Your support, valuable comments, and engaging discussions have been immensely important to me. I am also grateful to my second co-supervisor, professor Ola Erstad, who introduced me to the core of the field and has offered his support and useful comments at various stages of my work. My heartfelt thanks go to professor Mark Wilson at the Berkeley Evaluation and Assessment Research Center at the University of California, Berkeley. Thank you so much for supporting my work and generously providing resources and collaborators for all my visits to Berkeley. I feel extremely lucky to have had the chance to work on such a novel assessment and to have been guided by you. I also want to thank David Torres Irribarra for applying for the Peder Saether Center grant with me. Daniel Stansfield, thank you so much for the initial introduction to the technicalities of the assessment software. I am infinitely grateful to my co-author and friend Ronny Scherer. You are indeed a great researcher, but for me also a role model in many ways. Thank you for increasing the quality of my work, for making me sweat and work hard, and for the many great laughs which made all the efforts worth it. Also a huge thanks goes to my co-authors Jo Tondeur, Inger Throndsen, and Perman Gochyeev for the collaboration, motivation, help, and discussions. Your support and generosity have meant a lot to me, and I feel fortunate to have had all of you as co-authors. I need to go a little back in time and thank

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“…De cara a investigaciones futuras, convendría comprobar los desempeños específicos que demuestran los estudiantes de ESO en España en la competencia digital y del tratamiento de la información a partir de instrumentos válidos y fiables, cuestión que está siendo desarrollada a nivel internacional (Calvani, Ranieri, Fini y Pizzi, 2012;Kim y Lee, 2013;Lee, Kim y Lee, 2015). Mientras que, desde un punto de vista estadístico, se deberían impulsar en futuras investigaciones estudios confirmatorios sobre la presente escala, de modo que se puedan aportar evidencias más robustas acerca de su estructura factorial empírica.…”

Section: Discusión Y Conclusionesunclassified

Validación de un instrumento de evaluación de competencias informacionales autopercibidas en educación secundaria obligatoria

2019

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Este estudio pretende validar un cuestionario de autopercepción sobre competencias relacionadas con la alfabetización informacional, aplicado a 1422 estudiantes de educación secundaria, de entre 14 y 17 años de edad, en las provincias de Palencia, Valladolid y Soria, así como contrastar la influencia de los estudios del padre y la madre sobre el nivel alcanzado en las dimensiones que forman el constructo competencia informacional. El instrumento final se compone de 18 ítems divididos en 4 dimensiones. Se obtiene una α de Cronbach de .887, mientras que en el Análisis Factorial Exploratorio todos los ítems saturan sobre los factores con una intensidad aceptable. Con respecto a la comparación por grupos, las evidencias obtenidas reflejan que a mayor nivel de estudios de los padres, los hijos se perciben como más competentes. En conclusión, esta escala aporta garantías a los profesionales educativos de la educación secundaria a la hora de medir el grado de autopercepción de las competencias informacionales entre sus estudiantes.

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Meanings of criteria and norms: Analyses and comparisons of ICT literacy competencies of middle school students

Cited by 35 publications

References 13 publications

Introduction to Gender Differences in Computer and Information Literacy

Introduction to Gender Differences in Computer and Information Literacy

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Validación de un instrumento de evaluación de competencias informacionales autopercibidas en educación secundaria obligatoria

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