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

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dc.contributor.authorAydin, Mustafa
dc.date.accessioned2024-02-23T13:56:08Z
dc.date.available2024-02-23T13:56:08Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractWith 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.en_US
dc.identifier.doi10.1007/s10639-021-10690-1
dc.identifier.endpage1703en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85111700783en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1675en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-021-10690-1
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11079
dc.identifier.volume27en_US
dc.identifier.wosWOS:000680379200005en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation And Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectComputer And Information Literacyen_US
dc.subjectLarge-Scale Assessmenten_US
dc.subjectMultilevel Modellingen_US
dc.subjectInformation And Communication Technologyen_US
dc.titleA multilevel modeling approach to investigating factors impacting computer and information literacy: ICILS Korea and Finland sampleen_US
dc.typeArticleen_US

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