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Gender Differences in Computer and Information Literacy : An in-Depth Analysis of Data from ICILS.

Bibliographic Details
Main Author: Gebhardt, Eveline.
Other Authors: Thomson, Sue., Ainley, John., Hillman, Kylie.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2019.
Edition:1st ed.
Series:IEA Research for Education Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • References
  • Contents
  • 1 Introduction to Gender Differences in Computer and Information Literacy
  • 1.1 Introduction
  • 1.2 Students and Computer Technologies
  • 1.2.1 Students' Computer and Information Literacy
  • 1.2.2 Gender Differences in Student Technology Use
  • 1.2.3 Gender Differences in Student Perceptions of Computer Technology
  • 1.2.4 Students' ICT Self-efficacy
  • 1.3 Teachers and Computer Technologies
  • 1.3.1 Gender Differences in Teacher Confidence in Using ICT
  • 1.3.2 Teacher Perceptions About and Use of Digital Technologies
  • 1.4 Research Questions
  • 1.5 Structure of This Report
  • References
  • 2 Data and Methods Used for ICILS 2013
  • 2.1 Sampling
  • 2.1.1 Data Collection
  • 2.1.2 Participation and Response Rates
  • 2.1.3 Weighting of Data
  • 2.2 Measures and Scales
  • 2.2.1 Student Computer Literacy
  • 2.2.2 Student Performance Measures on CIL Strand Items
  • 2.2.3 Student Performance on CIL Item Types
  • 2.2.4 Time Taken to Respond to Items
  • 2.3 Measures of Significance and Effect
  • References
  • 3 Student Achievement and Beliefs Related to Computer and Information Literacy
  • 3.1 Introduction
  • 3.2 Gender Differences in Overall Performance
  • 3.3 Gender Differences in Specific Skills
  • 3.4 Gender Differences in CIL Self-efficacy
  • 3.5 Gender Differences in Time Taken to Respond to the Test
  • 3.6 Summary
  • References
  • 4 Students' Interest and Enjoyment in, and Patterns of Use of ICT
  • 4.1 Students' Interest and Enjoyment in Computers and Digital Technology
  • 4.1.1 Affective Responses to ICT
  • 4.1.2 Opportunity to Learn CIL
  • 4.2 Gender Differences in ICT Interest and Enjoyment
  • 4.3 Gender Differences in the Associations Between CIL and ICT, and Interest and Enjoyment in Using ICT
  • 4.4 Gender Differences in Patterns of Use
  • 4.4.1 Use of ICT Productivity Applications.
  • 4.4.2 Use of ICT for Social Communication
  • 4.4.3 Use of ICT for Exchanging Information
  • 4.4.4 Use of Computers for Recreation
  • 4.4.5 Use of ICT for Study Purposes
  • 4.5 Combined Effect of Interest and Enjoyment and Patterns of Use on CIL Achievement, by Gender
  • 4.6 Summary
  • References
  • 5 Teacher Gender and ICT
  • 5.1 Introduction
  • 5.2 Teacher Gender
  • 5.3 Experience in Using Computers
  • 5.4 Confidence in Using ICT
  • 5.5 Using ICT in the Classroom
  • 5.6 Developing ICT Skills in Students
  • 5.7 Teachers' Views About ICT
  • 5.8 Explaining Variation in Teachers' Emphasis on Developing ICT Skills in Students
  • 5.9 Conclusions
  • References
  • 6 What Have We Learned About Gender Differences in ICT?
  • 6.1 Introduction
  • 6.2 Gendered Differences in CIL
  • 6.3 Response to and Use of ICT
  • 6.4 Teachers and ICT
  • References.

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