Prepared for lifelong learning? Results of IEA‘s International Computer and Information Literacy Study (ICILS) 2013 Dirk Hastedt, IEA November 2015

2 Lifelong learning skills Todays’ life is increasingly impacted by modern technologies Mobile banking tools 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

3 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

4 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

5 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

6 Current IEA studies ICILS , 2018 Computer Literacy

7 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

8 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.

9 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; and Aspect 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; and Aspect 2.4: Using information safely and securely

10 The assessment modules 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 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

12 “Digital Natives” “…this new generation didn’t have to relearn anything to live lives of digital immersion.” “…this new generation didn’t have to relearn anything to live lives of digital immersion.” Today’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, , the Internet, cell phones and instant messaging are integral parts of their lives. (Digital Natives, Digital Immigrants By Marc Prensky) Today’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, , 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?

13 Easy item

14 Easy item - results

15 Difficult item

16 Difficult item - results

17 Complex tasks

18 Complex tasks

19 Proficiency levels

20 Some myths… Computers are a boys’ domain

Mostly girls score higher

22 … 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 Wikis Weblog P2P Applications

23 Teachers’ use of ICT in class Software toolMean (%)Min (%)Max (%) Wordprocessors or Presentation Software Computer-Based Information Resources Tutorial Software or [Practice Programs]15728 Interactive Digital Learning Resources15821 Communication Software10317 Multimedia Production Tools8117 Graphing or Drawing Software7320 Spreadsheets7316 Data Logging and Monitoring Tools6213 Digital Learning Games529 E-portfolios4110 Social Media4118 Concept Mapping Software409 Simulations and Modeling Software306

24 Some diversity in the extent of using computers in lessons

25 … but even more differences in learning ICT in schools

26 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?

27 ICT Literacy can be learned in school Countries Regression coefficient for learning ICT in school and students’ ICL score Australia10.3 (2.8) Chile11.1 (3.4) Croatia5.7 (4.1) Czech Republic3.0 (2.7) Korea, Rep. of-5.0 (4.2) Germany-5.4 (5.3) Lithuania-1.7 (4.0) Norway4.0 (2.5) Poland0.5 (4.0) Russian Federation-1.1 (3.8) Slovak Republic4.4 (2.9) Slovenia7.3 (2.9) Thailand12.1(7.2) Turkey11.5 (8.1) ICILS 2013 average4.1 (1.2) Countries not meeting sample requirements Denmark2.3 (3.1) Hong Kong SAR31.7 (6.9) Benchmarking participant not meeting sample requirements Newfoundland and Labrador, Canada 10.5 (2.8) Ontario, Canada5.5 (3.9) … to varying degrees of success… So, why is ICTL not used AND taught more in schools?

28 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 Chile Croatia Czech Republic Korea, Rep. of Lithuania Poland Russian Federation¹ Slovak Republic Slovenia Thailand Turkey ICILS 2013 average Regression coefficients on ICT use in schools

Teachers’ confidence in using ICT CountryAll TeachersUnder 4040 and overDifference Australia55(0.2)57(0.2)53(0.3)-4(0.3) Chile52(0.4)55(0.3)48(0.6)-7(0.7) Croatia47(0.3)52(0.4)43(0.4)-8(0.6) Czech Republic50(0.3)53(0.3)47(0.3)-6(0.4) Korea, Rep. of53(0.3)55(0.3)52(0.5)-4(0.6) Lithuania50(0.3)55(0.5)48(0.3)-6(0.7) Poland51(0.3)54(0.4)50(0.4)-5(0.5) Russian Federation¹49(0.4)52(0.5)48(0.4)-4(0.5) Slovak Republic50(0.2)53(0.3)47(0.3)-6(0.4) Slovenia50(0.3)54(0.5)47(0.3)-7(0.5) Thailand45(0.6)48(0.6)42(0.8)-7(0.7) Turkey49(0.5)50(0.5)45(1.0)-5(1.0) ICILS 2013 average50(0.1)53(0.1)47(0.1)-6(0.2) 27

30 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…

31 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?