Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report
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Teachers' ICT use varies considerably; ICT is used most frequently for relatively simple tasks and less for more complex tasks.
“A report from the International Computer and Information Literacy study (ICILS) revealed that teachers' ICT use varied considerably; ICT was used most frequently for relatively simple tasks (e.g., word processing, presentations, information search and retrieval) and less for more complex tasks (e.g., enabling student collaboration, assessment, and feedback) (Fraillon et al., 2014).”
From 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 (2016) · cites this paper as Fraillon et al., 2014
The TEDDICS scale was developed within the large-scale international assessment ICILS, which mainly focuses on students' CIL as a subset of competences.
“This is not surprising, because it was developed within the large-scale international assessment ICILS, which mainly focuses on students' CIL as a subset of competences (Fraillon et al., 2014).”
From 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 (2016) · cites this paper as Fraillon et al., 2014
Some studies have shown that female students perform higher than male students in ICT literacy.
“Some studies have shown that female students perform higher than male students”
From 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 (2016) · cites this paper as Fraillon et al., 2014
Due to the design of ICILS, it was not feasible to link teachers to students or classes of students in ICILS 2013.
“Nevertheless, due to the design of ICILS, it was not feasible to link the teachers to students or classes of students in ICILS 2013 (Fraillon et al., 2014).”
From 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 (2016) · cites this paper as Fraillon et al., 2014
The TEDDICS scale was reported as a single composite measure on the basis of the main data collection.
“On the basis of the main data collection, the TEDDICS scale was reported as a single composite measure (Fraillon et al., 2014).”
From 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 (2016) · cites this paper as Fraillon et al., 2014
ICILS gauged students' ICT literacy across 22 participating educational systems.
“The ICILS had the potential to investigate these dimensions combined since the project also gauged students' ICT literacy across 22 participating educational systems (Fraillon et al., 2014).”
From 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 (2016) · cites this paper as Fraillon et al., 2014
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
Sirin, S. R. (2005) · Review of Educational Research · doi:10.3102/00346543075003417 · Cited by 4,687 · cited 2× · see citing works
“This association has been observed across many learning areas (see, for example, Saha, 1997; Sirin, 2005; Woessmann, 2004).”
BackgroundThe Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315 · see citing works
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Scherer, R., Siddiq, F., & Tondeur, J. (2019) · Computers & Education · doi:10.1016/j.compedu.2018.09.009 · Cited by 1,923 · see citing works
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103897 · Cited by 574 · see citing works
Choi, S., Jang, Y., & Kim, H. (2023) · International Journal of Human–Computer Interaction · doi:10.1080/10447318.2022.2049145 · Cited by 294 · see citing works
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016) · Educational Research Review · doi:10.1016/j.edurev.2016.05.002 · Cited by 269 · see citing works
Jin, K.-Y., Reichert, F., Cagasan, L. P., de la Torre, J., & Law, N. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103968 · Cited by 178 · see citing works
Engagement and disengagement in online learning
Bergdahl, N. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104561 · Cited by 133 · see citing works
Delcker, J., & Ifenthaler, D. (2021) · Technology, Pedagogy and Education · doi:10.1080/1475939x.2020.1857826 · Cited by 88 · see citing works
Pozas, M., & Letzel, V. (2023) · Technology, Knowledge and Learning · doi:10.1007/s10758-021-09551-0 · Cited by 88 · see citing works
Paetsch, J., Franz, S., & Wolter, I. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104318 · Cited by 59 · see citing works
Cussó-Calabuig, R., Farran, X. C., & Bosch-Capblanch, X. (2018) · Education and Information Technologies · doi:10.1007/s10639-018-9706-6 · Cited by 40 · see citing works
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7 · see citing works
- Authors
- Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E.
- Affiliations
- Australian Council for Educational Research (AU)
- Venue
- Springer eBooks
- Publisher
- Springer International Publishing
- Published
- 2014
- OpenAlex
- W4235981704
- Cited by
- 574
- References
- 3
- Citations by year
- 2026: 16 · 2025: 47 · 2024: 45 · 2023: 68 · 2022: 76 · 2021: 48 · 2020: 60 · 2019: 76 · 2018: 54 · 2017: 42 · 2016: 25 · 2015: 17
- FWCI
- 29.93
- Type
- book
- Language
- en
- Open access
- green
- www.doabooks.org
- Licence
- cc-by-nc
- www.springer.com/tdm (tdm)
- Locations
- Springer eBooks (publishedVersion)
- Directory of Open access Books (OAPEN Foundation) (submittedVersion, cc-by-nc)
- OAPEN (The OAPEN Foundation) (submittedVersion, cc-by-nc)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Social Sciences › Sociology and Political Science › Education and Digital Technologies
- Keywords
- information and communication technologies, digital literacy, ICT skills, digital era, school education, student preparation
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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