Skip to main content

Advertisement

SpringerLink
Log in

A multilevel modeling approach to investigating factors impacting computer and information literacy: ICILS Korea and Finland sample

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

With the rapid technological advancements, schools and teachers have great responsibilities to educate students with regard to technological transformations. Students' ease of access to information and communications technology (ICT) tools provides ample opportunities for the development of these skills, not solely limited to schools. On the other hand, it is known that schools invest efforts to contribute to this process through their updated curricula. Studies on the development of ICT skills show that teachers’ behavioral patterns also contribute to students’ learning. In the current study, the effect of teacher and student characteristics on students’ achievement regarding digital skills was examined together. Within the scope of the research, the characteristics of students and teachers were analyzed through two-level analysis with the data obtained from samples of the prominent countries—Finland and Korea—participating to the International Computer and Information Literacy Study. The analysis regarding the countries involved six models addressing teacher and student characteristics in different contexts. Demographic features, ICT usage purposes and affective characteristics related to ICT were added to the models related to teacher and student characteristics in sets. While gender, computer experience, socio-economic background and general ICT self-efficacy variables came to the fore at the student level, the adequacy of resources were more prominent at teacher level. Discussions were made on the results of the relevant variables in the study.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • ACARA. (2015). National assessment program–ICT literacy years 6 & 10 assessment framework 2014. Australian Curriculum and Reporting Authority (ACARA).

  • Aydin, M. (2021). Does the digital divide matter? Factors and conditions that promote ICT literacy. Telematics and Informatics, 58, 101536.

    Google Scholar 

  • Bai, Y., Moo, D., Zhang, L., Boswell, M., & Rozelle, S. (2016). The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China. Computers & Education, 96, 1–14.

    Google Scholar 

  • Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies and Practices, 30, 17–32.

    Google Scholar 

  • Becker, H. J. (2000). Who’s wired and who’s not: Children’s access to and use of computer technology. The Future of Children, 10(2), 44–75.

    Google Scholar 

  • Berger, P. (2019). Who needs teachers? Factors associated with learning ICT skills from teachers in a multilevel analysis of the ICILS data. MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung, 35, 116–135.

    Google Scholar 

  • Braak, J. V., & Kavadias, D. (2005). The influence of social-demographic determinants on secondary school children’s computer use, experience, beliefs and competence. Technology, Pedagogy and Education, 14(1), 43–59.

    Google Scholar 

  • Brown, M., & Harmon, M. T. (2013). iPad intervention with at-risk pre-schoolers: Mobile technology in the classroom. Journal of Literacy and Technology, 14, 56–78.

    Google Scholar 

  • Bundsgaard, J., & Gerick, J. (2017). Patterns of students’ computer use and relations to their computer and information literacy: Results of a latent class analysis and implications for teaching and learning. Large-Scale Assessments in Education, 5(1), 16.

    Google Scholar 

  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union.

    Google Scholar 

  • Chien, S.-P., Wu, H.-K., & Hsu, Y.-S. (2014). An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior, 31, 198–210.

    Google Scholar 

  • Chinn, M. D., & Fairlie, R. W. (2010). ICT use in the developing world: An analysis of differences in computer and internet penetration. Review of International Economics, 18(1), 153–167.

    Google Scholar 

  • Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In International handbook of information technology in primary and secondary education (pp. 349–365). Springer.

  • Claro, M., Preiss, D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59, 1042–1053.

    Google Scholar 

  • Claro, M., Salinas, Á., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, 121, 162–174.

    Google Scholar 

  • Creemers, B. P., & Kyriakides, L. (2010). Using the dynamic model to develop an evidence-based and theory-driven approach to school improvement. Irish Educational Studies, 29(1), 5–23.

    Google Scholar 

  • Drossel, K., & Eickelmann, B. (2017a). Teachers’ participation in professional development concerning the implementation of new technologies in class—Diferent types of teachers and their relationship with the use of computers, ICT selfefcacy and emphasis on teaching ICT. Large-Scale Assessments in Education, 5(19), 1–13.

    Google Scholar 

  • Drossel, K., & Eickelmann, B. (2017b). The use of tablets in secondary schools and its relationship with computer literacy. In IFIP world conference on computers in education (pp. 114–124). Springer.

  • Drossel, K., Eickelmann, B., & Gerick, J. (2017a). Predictors of teachers’ use of ICT in school—The relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551–573.

    Google Scholar 

  • Drossel, K., Eickelmann, B., & Schulz-Zander, R. (2017b). Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective. European Educational Research Journal, 16(6), 781–799.

    Google Scholar 

  • Drossel, K., Eickelmann, B., & Vennemann, M. (2020). Schools overcoming the digital divide: In depth analyses towards organizational resilience in the computer and information literacy domain. Large-Scale Assessments in Education, 8(1), 1–19.

    Google Scholar 

  • Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019a). IEA international computer and information literacy study 2018 assessment framework. Springer.

  • Fraillon, J., Ainley, J., Schulz, W., Duckworth D., & Friedman T. (2020). International computer and information literacy study 2018 technical report. International Association for the Evaluation of Educational Achievement (IEA).

  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019b). Preparing for life in a digital world IEA international computer and information literacy study 2018 international report. International Association for the Evaluation of Educational Achievement (IEA).

  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study international report. Springer.

  • Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy study: Assessment framework. IEA.

    Google Scholar 

  • Gebhardt E., Thomson S., Ainley J., & Hillman K. (2019). Introduction to gender differences in computer and information literacy. In Gender differences in computer and information literacy. IEA research for education (a series of in-depth analyses based on data of the international association for the evaluation of educational achievement (IEA) (Vol. 8). Springer.

  • Gerick, J., Eickelmann, B., & Bos, W. (2017). School-level predictors for the use of ICT in schools and students’ CIL in international comparison. Large-Scale Assessments in Education, 5(1), 1–13.

    Google Scholar 

  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449.

    Google Scholar 

  • Gilster, P. (1997). Digital literacy. Wiley Computer Publishing.

    Google Scholar 

  • Gressard, C. P., & Loyd, B. H. (1985). Age and staff development experience with computers as factors affecting teachers’ attitudes toward computers. School Science Mathematics, 85(3), 203–209.

    Google Scholar 

  • Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555–567.

    Google Scholar 

  • Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240–247.

    Google Scholar 

  • Hatlevik, O. E., & Guðmundsdóttir, G. B. (2013). An emerging digital divide in urban school children’s information literacy: Challenging equity in the Norwegian school system. First Monday, 18, 4.

    Google Scholar 

  • Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: A multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220–231.

    Google Scholar 

  • Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107–119.

    Google Scholar 

  • Hatlevik, I. K., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(1), 1–8.

    Google Scholar 

  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786.

    Google Scholar 

  • Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers and Education, 56(3), 847–855.

    Google Scholar 

  • Jan, S. (2018). Investigating the relationship between students’ digital literacy and their attitude towards using ICT. International Journal of Educational Technology, 5(2), 26–34.

    Google Scholar 

  • Jung, M., & Carstens, R. (2015). International computer and information literacy study: ICILS 2013 user guide for the international database. International Association for the Evaluation of Educational Achievement.

  • Kaarakainen, M., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: A case study of students and teachers’ ICT skills in Finnish schools. Universal Access in the Information Society, 2, 349–360.

    Google Scholar 

  • Kim, H. S., Kil, H. J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers & Education, 77, 29–38.

    Google Scholar 

  • Kreijns, K., Vermeulen, M., Kirschner, P. A., van Buuren, H., & Van Acker, F. (2013). Adopting the integrative model of behavior prediction to explain teachers’ willingness to integrate ICT in their pedagogical practices: A perspective for research on teachers’ ICT usage in pedagogical practices. Technology, Pedagogy and Education, 22, 55–71.

    Google Scholar 

  • Kuhlemeier, H., & Hemker, B. (2007). The impact of computer use at home on students’ Internet skills. Computers & Education, 49(2), 460–480.

    Google Scholar 

  • Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (Vol. 23). Springer Science & Business Media.

  • Lorenceau, A., Marec, C., & Mostafa, T. (2019). Upgrading the ICT questionnaire items in PISA 2021. OECD Education Working Papers, No. 202, OECD Publishing. https://doi.org/10.1787/d0f94dc7-en

  • Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy–analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24(1), 911–928.

    Google Scholar 

  • Macedo, I. M. (2017). Predicting the acceptance and use of information and communication technology by older adults: An empirical examination of the revised UTAUT2. Computers in Human Behavior, 75, 935–948.

    Google Scholar 

  • Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., & Thornhill, S. (2015). Exploring play and creativity in pre-schooler's use of apps: Final project report. Retrieved June 11, 2020, from https://researchonline.rca.ac.uk/4279/1/Component%201%20TAP_Final_Report.pdf

  • Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1(02), 151–161.

    Google Scholar 

  • McNeish, D. M., & Stapleton, L. M. (2014). The effect of small sample size on two-level model estimates: A review and illustration. Educational Psychology Review, 28, 295–314.

    Google Scholar 

  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9, 319–341.

    Google Scholar 

  • NCES. (2016). 2014 Nations report card: Technology & engineering literacy (TEL). Retrieved July 25, 2020, from https://www.nationsreportcard.gov/tel_2014/

  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.

    Google Scholar 

  • OECD. (2011). PISA 2009 results: Students on line. Digital technologies and performance (Vol. VI). OECD Publishing. Retrieved July 18, 2020, from https://doi.org/10.1787/9789264112995-en

  • Pedro, F. (2010). Educational research and innovation: Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006. Center for Educational Research and Innovation.

  • Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. Computers & Education, 126, 23–36.

    Google Scholar 

  • Punter, R., Meelissen, M., & Glas, C. (2017). Gender differences in computer and information literacy: An exploration of the performances of girls and boys in ICILS 2013. European Educational Research Journal, 16(6), 762–780. https://doi.org/10.1177/1474904116672468

    Article  Google Scholar 

  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage.

    Google Scholar 

  • Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2013). HLM 7.01 for Windows [computer software]. Scientific Software International, Inc.

  • Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students’ ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103–116.

    Google Scholar 

  • Rosén, M., & Gustafsson, J. E. (2016). Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006. Large-Scale Assessments in Education, 4(1), 5.

    Google Scholar 

  • Salomon, A., & Kolikant, Y. B. D. (2016). High-school students’ perceptions of the effects of non-academic usage of ICT on their academic achievements. Computers in Human Behavior, 64, 143–151.

    Google Scholar 

  • Scherer, R., Rohatgi, A., & Hatlevik, O. E. (2017). Students’ profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486–499.

    Google Scholar 

  • Scherer, R., & Siddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education, 138, 13–32.

    Google Scholar 

  • Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214.

    Google Scholar 

  • Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In Handbook of Motivation at School (pp. 35–53). Routledge.

  • Senkbeil, M., & Ihme, J. M. (2017). Motivational factors predicting ICT literacy: First evidence on the structure of an ICT motivation inventory. Computers & Education, 108, 145–158

  • Senkbeil, M., Ihme, J. M., & Wittwer, J. (2013). The Test of Technological and Information Literacy (TILT) in the National Educational Panel Study: Development, empirical testing, and evidence for validity. Journal for Educational Research Online, 5(2), 139–161.

    Google Scholar 

  • Siddiq, F. (2016). Assessment of ICT literacy: A comprehensive inquiry of the educational readiness for the digital era. [Unpublished doctoral dissertation]. Department of Teacher Education and School Research, Faculty of Educational Sciences.

  • Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205–217.

    Google Scholar 

  • Siddiq, F., & Scherer, R. (2016). The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender. Large-scale Assessments in Education, 4(1), 1–21

  • Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1–14.

    Google Scholar 

  • Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analyses: An introduction to basic and advanced multilevel modeling (2nd ed.). Sage.

    MATH  Google Scholar 

  • Sutherland-Smith, W., Snyder, I., & Angus, L. (2003). The digital divide: Differences in computer use between home and school in low socio-economic households. L1-Educational Studies in Language and Literature, 3, 5–19.

    Google Scholar 

  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33.

    Google Scholar 

  • Tondeur, J., Valcke, M., & Van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24(6), 494–506.

    Google Scholar 

  • Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.

    Google Scholar 

  • UNESCO Institute for Statistics. (2017). Metadata for the global and thematic indicators for the follow-up and review of SDG 4 and education 2030. Retrieved June 18, 2020, from http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/10/metadata-global-thematic-indicators-sdg4-education2030-2017-en_1.pdf

  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.

    Google Scholar 

  • van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2014). The digital divide shifts to differences in usage. New Media & Society, 16, 507–526.

    Google Scholar 

  • Van Dijk, J. A. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4–5), 221–235.

    Google Scholar 

  • Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51(3), 1392–1404.

    Google Scholar 

  • Wittwer, J., & Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education, 50, 1558–1571.

    Google Scholar 

  • Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School Effectiveness and School Improvement, 19(1), 99–120.

    Google Scholar 

  • Zhong, Z. J. (2011). From access to usage: The divide of self-reported digital skills among adolescents. Computers & Education, 56(3), 736–746.

    Google Scholar 

Download references

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

Author information

Authors and Affiliations

  1. Department of Education, Necmettin Erbakan University, Konya, Turkey

    Mustafa Aydin

Authors
  1. Mustafa Aydin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mustafa Aydin.

Ethics declarations

Conflict of interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Aydin, M. A multilevel modeling approach to investigating factors impacting computer and information literacy: ICILS Korea and Finland sample. Educ Inf Technol 27, 1675–1703 (2022). https://doi.org/10.1007/s10639-021-10690-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10690-1

Keywords

Search

Navigation