Assessment of 21st century ICT skills in Chile: Test design and results from high school level students

Simple item page
dc.catalogadorgjm
dc.contributor.authorClaro, Magdalena
dc.contributor.authorPreiss Contreras, David Daniel
dc.contributor.authorSan Martín, Ernesto
dc.contributor.authorJara, Ignacio
dc.contributor.authorHinostroza, J. Enrique
dc.contributor.authorValenzuela, Susana
dc.contributor.authorCortes, Flavio
dc.contributor.authorNussbaum Voehl, Miguel
dc.date.accessioned2023-06-27T13:19:15Z
dc.date.available2023-06-27T13:19:15Z
dc.date.issued2012
dc.description.abstractThis paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the students' results in the test. The definition of ICT skills used considers Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills were defined as the capacity to solve problems of information, communication and knowledge in digital environments. A performance-based assessment was designed in a virtual environment to measure these skills. The analysis of the results showed that the majority of students were able to solve tasks related to the use of information as consumers, i.e., approximately three quarters of the students were able to search for information and half of them were also able to organize and manage digital information. Additionally, they show that very few students were able to succeed in tasks related to the use of information as producers, i.e., only one third of the students were able to develop their own ideas in a digital environment and less than one fifth were able to refine digital information and create a representation in a digital environment. Socioeconomic group, access, daily use and confidence in doing ICT-related activities were all positively associated with higher scores, showing the need to implement strategies to compensate this inequality, possibly by explicitly defining these aims in the national curriculum.
dc.fechaingreso.objetodigital2023-06-27
dc.fuente.origenORCID
dc.identifier.doi10.1016/j.compedu.2012.04.004
dc.identifier.eissn1873-782X
dc.identifier.issn0360-1315
dc.identifier.scopusids2.0-84861852010
dc.identifier.urihttp://doi.org/10.1016/j.compedu.2012.04.004
dc.identifier.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-84861852010&partnerID=MN8TOARS
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/73544
dc.information.autorucEscuela de Ingeniería; Preiss Contreras, David Daniel; 0000-0002-4646-5060; 673
dc.issue.numero3
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final1053
dc.pagina.inicio1042
dc.revistaComputers & Education
dc.rightsacceso restringido
dc.subjectICT skills
dc.subject21st century skills
dc.subjectInformation literacy
dc.subjectComputer literacy
dc.subjectHigher-order thinking skills
dc.subjectDigital divide
dc.subjectRasch model
dc.titleAssessment of 21st century ICT skills in Chile: Test design and results from high school level students
dc.typeartículo
dc.volumen59
sipa.codpersvinculados673
sipa.indexScopus
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
assessment_21st_century_ICT_skills.pdf
Size:
106.08 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas