Gender Differences in Computer and Information Literacy: An In-depth Analysis of Data from ICILS (IEA Research for Education Book 8)

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. [Abstract] Preface 6 References 8 Contents 9 1 Introduction to Gender Differences in Computer and Information Literacy 12 1.1 Introduction 12 1.2 Students and Computer Technologies 14 1.2.1 Students’ Computer and Information Literacy 14 1.2.2 Gender Differences in Student Technology Use 15 1.2.3 Gender Differences in Student Perceptions of Computer Technology 16 1.2.4 Students’ ICT Self-efficacy 17 1.3 Teachers and Computer Technologies 18 1.3.1 Gender Differences in Teacher Confidence in Using ICT 18 1.3.2 Teacher Perceptions About and Use of Digital Technologies 19 1.4 Research Questions 20 1.5 Structure of This Report 20 References 21 2 Data and Methods Used for ICILS 2013 24 2.1 Sampling 24 2.1.1 Data Collection 25 2.1.2 Participation and Response Rates 25 2.1.3 Weighting of Data 27 2.2 Measures and Scales 27 2.2.1 Student Computer Literacy 27 2.2.2 Student Performance Measures on CIL Strand Items 27 2.2.3 Student Performance on CIL Item Types 28 2.2.4 Time Taken to Respond to Items 28 2.3 Measures of Significance and Effect 29 References 29 3 Student Achievement and Beliefs Related to Computer and Information Literacy 31 3.1 Introduction 31 3.2 Gender Differences in Overall Performance 32 3.3 Gender Differences in Specific Skills 33 3.4 Gender Differences in CIL Self-efficacy 34 3.5 Gender Differences in Time Taken to Respond to the Test 39 3.6 Summary 40 References 41 4 Students’ Interest and Enjoyment in, and Patterns of Use of ICT 42 4.1 Students’ Interest and Enjoyment in Computers and Digital Technology 42 4.1.1 Affective Responses to ICT 42 4.1.2 Opportunity to Learn CIL 43 4.2 Gender Differences in ICT Interest and Enjoyment 44 4.3 Gender Differences in the Associations Between CIL and ICT, and Interest and Enjoyment in Using ICT 45 4.4 Gender Differences in Patterns of Use 46 4.4.1 Use of ICT Productivity Applications 46 4.4.2 Use of ICT for Social Communication 47 4.4.3 Use of ICT for Exchanging Information 49 4.4.4 Use of Computers for Recreation 51 4.4.5 Use of ICT for Study Purposes 52 4.5 Combined Effect of Interest and Enjoyment and Patterns of Use on CIL Achievement, by Gender 53 4.6 Summary 57 References 60 5 Teacher Gender and ICT 62 5.1 Introduction 62 5.2 Teacher Gender 63 5.3 Experience in Using Computers 64 5.4 Confidence in Using ICT 65 5.5 Using ICT in the Classroom 68 5.6 Developing ICT Skills in Students 69 5.7 Teachers’ Views About ICT 70 5.8 Explaining Variation in Teachers’ Emphasis on Developing ICT Skills in Students 71 5.9 Conclusions 76 References 76 6 What Have We Learned About Gender Differences in ICT? 78 6.1 Introduction 78 6.2 Gendered Differences in CIL 79 6.3 Response to and Use of ICT 79 6.4 Teachers and ICT 80 References 81 Front Matter ....Pages i-xi Introduction to Gender Differences in Computer and Information Literacy (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 1-12 Data and Methods Used for ICILS 2013 (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 13-19 Student Achievement and Beliefs Related to Computer and Information Literacy (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 21-31 Students’ Interest and Enjoyment in, and Patterns of Use of ICT (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 33-52 Teacher Gender and ICT (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 53-68 What Have We Learned About Gender Differences in ICT? (Eveline Gebhardt, Sue Thomson, John Ainley, Kylie Hillman)....Pages 69-73