Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report
By J. Fraillon, John Ainley, W. Schulz, Tim Friedman, Eveline Gebhardt. 2014
456 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/b45664600d59b070ec57e1da75deba0ed33e4ef1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- G. Gudmundsdottir
- Ove Edvard Hatlevik
- Inger Throndsen
- Massimo Loi
- Gréta Björk Guðmundsdóttir
- Ronny Scherer
- Frank Reinhold
- Fazilat Siddiq
Citations in the corpus
- The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, background): “It has become the designated aim of education to help students to become digitally literate citizens who can cope with the complexities and dynamics in today's societies (Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014).”
- Students' ICT self-efficacy and computer and information literacy: Determinants and relationships (2018, background): “Furthermore, Fraillon et al. (2013; 2014) only define the personal computer as part of CIL, whereas the ICT literacy concept includes a broader context and diversity of tools and digital media.”
- IEA International Computer and Information Literacy Study 2018 Assessment Framework (2019, unknown): “ICILS 2013 results showed that, in participating countries, socioeconomic background consistently explained considerable variation in students’ CIL (Fraillon et al. 2014).”
- The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis (2020, background): “However, the international average of teacher participation in digital tool use training is 68% for internal school training and 39% for external school training (Fraillon et al., 2014, p. 187).”
- Newly qualified teachers’ professional digital competence: implications for teacher education (2018, methodology): “Based on Fraillon et al. (2014), ICT self-efficacy was measured with two statements on a 4-point scale (from 1 = very small extent to 4 = very large extent).”