In the 21st-century global economy, computer literacy and skills are an important part of an education that prepares students to compete in the workplace. The results of a recent assessment show us how U.S. students compare to some of their international peers in the areas of computer information literacy and computational thinking.
In 2018, the U.S. participated for the first time in the International Computer and Information Literacy Study (ICILS), along with 13 other education systems around the globe. The ICILS is a computer-based international assessment of eighth-grade students that measures outcomes in two domains: computer and information literacy (CIL)[1] and computational thinking (CT).[2] It compares U.S. students’ skills and experiences using technology to those of students in other education systems and provides information on teachers’ experiences, school resources, and other factors that may influence students’ CIL and CT skills.
ICILS is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and is conducted in the United States by the National Center for Education Statistics (NCES).
The newly released U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) web report provides information on how U.S. students performed on the assessment compared with students in other education systems and describes students’ and teachers’ experiences with computers.
U.S. Students’ Performance
In 2018, U.S. eighth-grade students’ average score in CIL was higher than the average of participating education systems[3] (figure 1), while the U.S. average score in CT was not measurably different from the average of participating education systems.
Figure 1. Average computer and information literacy (CIL) scores of eighth-grade students, by education system: 2018* p < .05. Significantly different from the U.S. estimate at the .05 level of statistical significance.
¹ Met guidelines for sample participation rates only after replacement schools were included.
² National Defined Population covers 90 to 95 percent of National Target Population.
³ Did not meet the guidelines for a sample participation rate of 85 percent and not included in the international average.
⁴ Nearly met guidelines for sample participation rates after replacement schools were included.
⁵ Data collected at the beginning of the school year.
NOTE: The ICILS computer and information literacy (CIL) scale ranges from 100 to 700. The ICILS 2018 average is the average of all participating education systems meeting international technical standards, with each education system weighted equally. Education systems are ordered by their average CIL scores, from largest to smallest. Italics indicate the benchmarking participants.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), the International Computer and Information Literacy Study (ICILS), 2018.
Given the importance of students’ home environments in developing CIL and CT skills (Fraillon et al. 2019), students were asked about how many computers (desktop or laptop) they had at home. In the United States, eighth-grade students with two or more computers at home performed better in both CIL and CT than their U.S. peers with fewer computers (figure 2). This pattern was also observed in all participating countries and education systems.
Figure 2. Average computational thinking (CT) scores of eighth-grade students, by student-reported number of computers at home and education system: 2018
* p < .05. Significantly different from the U.S. estimate at the .05 level of statistical significance.
¹ Met guidelines for sample participation rates only after replacement schools were included.
² National Defined Population covers 90 to 95 percent of National Target Population.
³ Did not meet the guidelines for a sample participation rate of 85 percent and not included in the international average.
⁴ Nearly met guidelines for sample participation rates after replacement schools were included.
NOTE: The ICILS computational thinking (CT) scale ranges from 100 to 700. The number of computers at home includes desktop and laptop computers. Students with fewer than two computers include students reporting having “none” or “one” computer. Students with two or more computers include students reporting having “two” or “three or more” computers. The ICILS 2018 average is the average of all participating education systems meeting international technical standards, with each education system weighted equally. Education systems are ordered by their average scores of students with two or more computers at home, from largest to smallest. Italics indicate the benchmarking participants.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), the International Computer and Information Literacy Study (ICILS), 2018.
U.S. Students’ Technology Experiences
Among U.S. eighth-grade students, 72 percent reported using the Internet to do research in 2018, and 56 percent reported completing worksheets or exercises using information and communications technology (ICT)[4] every school day or at least once a week. Both of these percentages were higher than the respective ICILS averages (figure 3). The learning activities least frequently reported by U.S eighth-grade students were using coding software to complete assignments (15 percent) and making video or audio productions (13 percent).
Figure 3. Percentage of eighth-grade students who reported using information and communications technology (ICT) every school day or at least once a week, by activity: 2018
* p < .05. Significantly different from the U.S. estimate at the .05 level of statistical significance.
¹ Did not meet the guidelines for a sample participation rate of 85 percent and not included in the international average.
NOTE: The ICILS 2018 average is the average of all participating education systems meeting international technical standards, with each education system weighted equally. Activities are ordered by the percentages of U.S. students reporting using information and communications technology (ICT) for the activities, from largest to smallest.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), the International Computer and Information Literacy Study (ICILS), 2018.
[1] CIL refers to “an individual's ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in society” (Fraillon et al. 2019).
[2] CT refers to “an individual’s ability to recognize aspects of real-world problems which are appropriate for computational formulation and to evaluate and develop algorithmic solutions to those problems so that the solutions could be operationalized with a computer” (Fraillon et al. 2019). CT was an optional component in 2018. Nine out of 14 ICILS countries participated in CT in 2018.
[3] U.S. results are not included in the ICILS international average because the U.S. school level response rate of 77 percent was below the international requirement for a participation rate of 85 percent.
[4] Information and communications technology (ICT) can refer to desktop computers, notebook or laptop computers, netbook computers, tablet devices, or smartphones (except when being used for talking and texting).
Reference
Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., and Friedman, T. (2019). IEA International Computer and Information Literacy Study 2018: Assessment Framework. Cham, Switzerland: Springer. Retrieved October 7, 2019, from https://link.springer.com/book/10.1007%2F978-3-030-19389-8.