LEADER 04924 am 22006973u 450 001 9910349336403321 005 20200703070309.0 010 $a3-030-26203-0 024 7 $a10.1007/978-3-030-26203-7 035 $a(CKB)4100000009273614 035 $a(DE-He213)978-3-030-26203-7 035 $a(MiAaPQ)EBC5896969 035 $a(Au-PeEL)EBL5896969 035 $a(OCoLC)1120756249 035 $a(EXLCZ)994100000009273614 100 $a20190913d2019 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aGender Differences in Computer and Information Literacy$b[electronic resource] $eAn In-depth Analysis of Data from ICILS /$fby Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (XI, 73 p. 5 illus., 1 illus. in color.) 225 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 311 $a3-030-26202-2 327 $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. 330 $aThis open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students? use of, perceptions about, and proficiency in using computer technologies. Teachers? use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ?boys? toys?; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students? computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA?s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender. 410 0$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 606 $aGender identity in education 606 $aEducation?Data processing 606 $aInternational education  606 $aComparative education 606 $aAssessment 606 $aGender and Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O45000 606 $aComputers and Education$3https://scigraph.springernature.com/ontologies/product-market-codes/I24032 606 $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 608 $aElectronic books. 615 0$aGender identity in education. 615 0$aEducation?Data processing. 615 0$aInternational education . 615 0$aComparative education. 615 0$aAssessment. 615 14$aGender and Education. 615 24$aComputers and Education. 615 24$aInternational and Comparative Education. 615 24$aAssessment, Testing and Evaluation. 676 $a370.81 700 $aGebhardt$b Eveline$4aut$4http://id.loc.gov/vocabulary/relators/aut$0923825 702 $aThomson$b Sue$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aAinley$b John$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aHillman$b Kylie$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349336403321 996 $aGender Differences in Computer and Information Literacy$92073229 997 $aUNINA