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ICILS 2023

ICILS, the International Computer and Information Literacy Study, examines fourteen-year-olds’ digital competence and algorithmic thinking. The purpose of the study is to survey how well young people are prepared for academic, working and everyday life in a digital world. The study also enables comp...

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Main Authors: Rohatgi, Anubha, Hatlevik, Ove E., Gudmundsdottir, Greta B., Erstad, Ola A., Björnsson, Julius K.
Format: Online
Sprog:bokmål
Udgivet: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) 2024
Fag:
ICILS, digital competence, algorithmic thinking, digital tools, digital judgement, computational thinking, computer use, ICILS, digital kompetanse, algoritmisk tenkning, digitale verktøy, digital dømmekraft, databruk
thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL)
thema EDItEUR::P Mathematics and Science::PD Science: general issues::PDR Impact of science and technology on society
thema EDItEUR::U Computing and Information Technology::UB Information technology: general topics::UBJ Digital and information technologies: social and ethical aspects
Online adgang:https://library.oapen.org/handle/20.500.12657/95473
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Summary:ICILS, the International Computer and Information Literacy Study, examines fourteen-year-olds’ digital competence and algorithmic thinking. The purpose of the study is to survey how well young people are prepared for academic, working and everyday life in a digital world. The study also enables comparison of results between different countries, reveals how the development of digital competence changes over time, and provides important insight into the effects of digitization on schooling. The ICILS survey has been conducted every five years since 2013. Norway participated in both 2013 and 2023, and thus we now have the opportunity to look at the development of digital competence over time. Denmark, Finland and Sweden also participated in the third round, which provides a unique opportunity to compare results and identify similarities and differences between these countries. This report presents the first findings for the third implementation of ICILS from a Norwegian perspective and provides a simple description of the main results. The report is aimed at a broad audience, especially school leaders, teachers and others who are interested in the digital state of Norwegian schools.

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