LEADER 01715nam 2200577Ia 450 001 9910461601703321 005 20200520144314.0 010 $a1-61122-399-7 035 $a(CKB)2670000000095658 035 $a(EBL)3018808 035 $a(SSID)ssj0000524927 035 $a(PQKBManifestationID)12189111 035 $a(PQKBTitleCode)TC0000524927 035 $a(PQKBWorkID)10488474 035 $a(PQKB)10695828 035 $a(MiAaPQ)EBC3018808 035 $a(Au-PeEL)EBL3018808 035 $a(CaPaEBR)ebr10661747 035 $a(OCoLC)738478547 035 $a(EXLCZ)992670000000095658 100 $a20100909d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPollution in China$b[electronic resource] /$fMichael I. Chang 210 $aHauppauge, N.Y. $cNova Science Publishers$dc2011 215 $a1 online resource (220 p.) 225 1 $aChina in the 21st Century 300 $aIncludes bibliographical references and index. 311 $a1-61122-022-X 410 0$aChina in the 21st Century 606 $aPollution$zChina 606 $aPollution$xEnvironmental aspects$zChina 606 $aEnvironmental protection$zChina 606 $aEnvironmental monitoring$zChina 608 $aElectronic books. 615 0$aPollution 615 0$aPollution$xEnvironmental aspects 615 0$aEnvironmental protection 615 0$aEnvironmental monitoring 676 $a363.730951 700 $aChang$b Michael I$0973588 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461601703321 996 $aPollution in China$92215032 997 $aUNINA LEADER 06149 am 22007693u 450 001 996211263903316 005 20230125192941.0 010 $a3-319-14222-4 024 7 $a10.1007/978-3-319-14222-7 035 $a(CKB)3710000000325043 035 $a(SSID)ssj0001408354 035 $a(PQKBManifestationID)11891137 035 $a(PQKBTitleCode)TC0001408354 035 $a(PQKBWorkID)11347369 035 $a(PQKB)11004108 035 $a(DE-He213)978-3-319-14222-7 035 $a(MiAaPQ)EBC5591546 035 $a(Au-PeEL)EBL5591546 035 $a(OCoLC)898869665 035 $a(MiAaPQ)EBC6422846 035 $a(Au-PeEL)EBL6422846 035 $a(OCoLC)1231610901 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/29261 035 $a(PPN)183150112 035 $a(EXLCZ)993710000000325043 100 $a20141213d2014 u| 0 101 0 $aeng 135 $aurcn#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdacontent 183 $acr$2rdacarrier 200 10$aPreparing for Life in a Digital Age$b[electronic resource] $eThe IEA International Computer and Information Literacy Study International Report /$fby Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt 205 $a1st ed. 2014. 210 $aCham$cSpringer Nature$d2014 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (305 pages) $cillustrations 320 $aIncludes bibliographical references. 327 $aForeword -- List of Tables and Figures -- Executive Summary -- 1. Introduction -- 2. The Contexts for Education on Computer and Information Literacy -- 3. Students? Computer and Information Literacy -- 4. The Influence of Students? Personal and Home Background on Computer and Information Literacy -- 5. Students? Use of and Engagement with ICT at Home and School -- 6. School Environments for Teaching and Learning Computer and Information Literacy -- 7. Teaching with and about Information and Communication Technologies -- 8. Investigating Variations in Computer and Information Literacy -- 9. Conclusions and Discussion -- Appendices -- References -- Tables and Figures. 330 $aAbility to use information and communication technologies (ICT) is an imperative for effective participation in today?s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create, and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals, and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students? CIL outcomes, how participating countries were providing CIL-related education, and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as ?digital natives? with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. 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