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Table of contents

  1. Front Matter
    Pages i-xi
  2. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 1-12 Open Access
  3. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 13-19 Open Access
  4. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 21-31 Open Access
  5. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 33-52 Open Access
  6. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 53-68 Open Access
  7. Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman
    Pages 69-73 Open Access

About this book

Introduction

This 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.

Keywords

IEA Gender differences ICT literacy ICILS Large-scale studies in education Computer Information Literacy CIL Computer use in education Differences in female and male students Gendered patterns ICT self-efficacy Computer use in education Open access

Authors and affiliations

  • Eveline Gebhardt
    • 1
  • Sue Thomson
    • 2
  • John Ainley
    • 3
  • Kylie Hillman
    • 4
  1. 1.ACERCamberwellAustralia
  2. 2.ACERCamberwellAustralia
  3. 3.ACERCamberwellAustralia
  4. 4.ACERCamberwellAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-26203-7
  • Copyright Information International Association for the Evaluation of Educational Achievement (IEA) 2019
  • License CC BY-NC
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-26202-0
  • Online ISBN 978-3-030-26203-7
  • Series Print ISSN 2366-1631
  • Series Online ISSN 2366-164X
  • Buy this book on publisher's site