Main Content
Session Information
09 SES 11 A, Findings From International Comparative Achievement Studies (Part 2): Investigating Construct Dimensions and Relations in Comparative and Contrastive Perspectives
Symposium continued from 09 SES 10 A
Contribution
Information and communication technology (ICT) skills have become increasingly relevant over the last decades (Fraillon et al., 2014). Ongoing transitions towards an information or knowledge society emphasize the necessity to build on new competences for young people in order for them to participate effectively in the digital age (ibid; Voogt & Knezek, 2008). The IEA’s International Computer and Information Literacy Study (ICILS 2013) is the first large scale assessment which succeeded in measuring such students’ computer and information literacy (CIL) on a level of international comparison (Fraillon et al., 2014). Theoretical considerations as well as empirical findings lead to the assumption that CIL might be related to students’ reading literacy (Fraillon et al., 2013, Fraillon et al., 2014). However, an empirical examination of this relationship between the two constructs is still pending and constitutes the core objective of the presented research. Relying on the IEA-ICILS 2013 representative data base and using a national extension of a reading test for Germany’s student sample, this presentation explores the relationship of the afore-mentioned competence domains by means of path analysis (Byrne, 2012). In-depth analyses further include students’ background variables. Results indicate that CIL merely represents an independent construct. Modeling the direct effect of reading literacy on CIL the path analyses reveal a middle size effect of .443 and the reading construct accounts for a mere 20 percent of the variance in the CIL construct. Additionally, a correlative relationship between the two constructs is tested and it turns out that the model with the direct effect of reading on CIL fits the data best. Moreover, the students’ socioeconomic background has an effect on reading literacy as well as on CIL in the model, while the students’ gender only has an effect on reading achievement and students’ migration background has no effect on either.
References
Byrne, B. (2012). Structural Equation Modeling with Mplus. New York: Routledge Press. Fraillon, J., Schulz, W. & Ainley, J. (2013). Assessment Framework. The Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Gerbhardt, E. (2014). Preparing for Life in a Digital Age. The IEA International Computer and Literacy Information Study International Report. The Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Voogt, J. M., & Knezek, G. (Eds.). (2008). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
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Network 18. Research in Sport Pedagogy
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Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
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Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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