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International Computer and Information Literacy Study

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The International Computer and Information Literacy Study (ICILS) study is the first of its kind which assess Information and communications technology (I.C.T.) of students and teachers worldwide. This test was created by the International Association for the Evaluation of Educational Achievement (IEA) on June 2010 and was released in March 2015 3. The motives for this test are to see how well students are prepared for study, work and life in the digital age.[1] The test assessed computer and literacy skills of 60,000 8th grade students (average 13.5 years old) from 21 education systems worldwide.[2] In today’s modern world, 18 of the 21 tested education systems currently had in place policies concerning the use of ICT in education,[2] thus it is important to assess current computer and literacy skills.

Assessment

The study was assessed through 4 levels.[3]

  • Level 1- knowledge of basic software
  • Level 2- Basic use of computers as information source
  • Level 3- sufficient knowledge and skills of ICT for information gathering and use
  • Level 4- Critical thinking while searching for information online

Results

During the press release of the ICILS study, it shown that ‘Only 2% of students use their critical thinking and teachers lack confidence in teaching essential ICTskills.’[2]

83% of the student population was able to achieve the Level 1 status, while 2% of the population achieved Level 4 status. The study has also shown that students use computers 87% of the time at home more than they do in school, which was 54% of the time. ICILS has shown that in school student’s use 45% of their time to prepare essays, 44% to prepare presentations, 40% working with other students at the same school, 39% completing school exercises and 30% organizing time and work. At home, student’s use 75% of their time communicating with others using messaging or social network, 52% searching for information for study or school work, 49% posting comments to online profiles or blogs and 48% using voice chat.[3]

From the results derived, it was shown that less than half of teachers felt that they were computer savvy when carrying out more complex tasks.[2] Complex tasks include installing software, collaborating with others and taking part in discussion forums.[3]

Participating education systems

  • AustraliaAustralia
  • Argentinathe City of Buenos Aires (Argentina)*
  • ChileChile
  • CroatiaCroatia,
  • Czech RepublicCzech Republic,
  • DenmarkDenmark,
  • GermanyGermany,
  • Hong KongHong Kong SAR,
  • KoreaKorea,
  • LithuaniaLithuania,
  • Netherlandsthe Netherlands,
  • NorwayNorway (Grade 9),
  • CanadaNewfoundland and Labrador (Canada)*,
  • CanadaOntario (Canada)*,
  • PolandPoland,
  • Russiathe Russian Federation,
  • Slovakiathe Slovak Republic,
  • SloveniaSlovenia,
  • SwitzerlandSwitzerland,
  • ThailandThailand, and
  • TurkeyTurkey.
  • Benchmarking participants

References

  1. ^ "IEA: ICILS 2013". Iea.nl. Retrieved 2014-12-19.
  2. ^ a b c d "PRESS RELEASE" (PDF). Iea.nl. 5 December 2014. Retrieved 2014-12-19.
  3. ^ a b c "Students in the digital Age" (PDF). Iea.nl. Retrieved 2015-03-03.
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