000 04710nam a22006135i 4500
001 978-3-030-26203-7
003 DE-He213
005 20200127152617.0
007 cr nn 008mamaa
008 190913s2019 gw | s |||| 0|eng d
020 _a9783030262037
_9978-3-030-26203-7
024 7 _a10.1007/978-3-030-26203-7
_2doi
050 4 _aLC212.9-212.93
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aJBSF
_2thema
082 0 4 _a370.81
_223
100 1 _aGebhardt, Eveline.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aGender Differences in Computer and Information Literacy
_h[electronic resource] :
_bAn In-depth Analysis of Data from ICILS /
_cby Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXI, 73 p. 5 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v8
505 0 _a1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students’ Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References.
506 0 _aOpen Access
520 _aThis open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
650 0 _aGender identity in education.
650 0 _aEducation—Data processing.
650 0 _aInternational education .
650 0 _aComparative education.
650 0 _aAssessment.
650 1 4 _aGender and Education.
_0http://scigraph.springernature.com/things/product-market-codes/O45000
650 2 4 _aComputers and Education.
_0http://scigraph.springernature.com/things/product-market-codes/I24032
650 2 4 _aInternational and Comparative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O13000
650 2 4 _aAssessment, Testing and Evaluation.
_0http://scigraph.springernature.com/things/product-market-codes/O33000
700 1 _aThomson, Sue.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aAinley, John.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aHillman, Kylie.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783030262020
776 0 8 _iPrinted edition:
_z9783030262044
776 0 8 _iPrinted edition:
_z9783030262051
830 0 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v8
856 4 0 _uhttps://doi.org/10.1007/978-3-030-26203-7
912 _aZDB-2-EDA
912 _aZDB-2-SOB
999 _c524212
_d524210