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(Schlagwörter: "Informationstechnologische Grundbildung")

Assessing individual differences in basic computer skills. Psychometric characteristics of an […] Goldhammer, Frank; Naumann, Johannes; Keßel, Yvonne Journal Article | In: European Journal of Psychological Assessment | 2013 33161 Endnote: Author(s): Goldhammer, Frank; Naumann, Johannes; Keßel, Yvonne
Title: Assessing individual differences in basic computer skills. Psychometric characteristics of an interactive performance measure
In: European Journal of Psychological Assessment, 29 (2013) 4, S. 1-13
DOI: 10.1027/1015-5759/a000153
URL: http://dx.doi.org/10.1027/1015-5759/a000153
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Definition; Fähigkeit; Individuum; Informationstechnologische Grundbildung; Interaktion; Leistungsbewertung; Leistungsmessung; Mensch-Maschine-Kommunikation; Psychometrie; Unterschied; Vergleichsuntersuchung
Abstract: A definition of basic computer skills (BCS) is proposed and the psychometric properties of a newly developed BCS scale are investigated. BCS is defined as the ability and speed of performing basic actions in graphical user interfaces of computers to access, collect, and provide information. BCS is thus considered a basic component skill of the much broader construct of ICT literacy. Data from the German PISA 2009 field trial was used to determine the factor structure of the BCS scale as well as convergent and discriminant validity. The latent factor structure underlying the BCS scale was investigated by testing confirmatory factor analysis (CFA) models for response times and responses. CFA results suggest that there is one dimension of BCS speed and BCS ability, respectively. With respect to convergent validity, practical computer knowledge and skill in digital reading had strong associations with BCS speed and ability. With respect to discriminant validity, only moderate associations were found with lower level reading skills and self-reported computer skills. Differences between BCS speed and ability and further developments of the BCS scale are discussed.
DIPF-Departments: Bildungsqualität und Evaluation

Analyzing ICT literacy of German teachers. Focusing age and gender issues as well as identifying […] Zylka, Johannes Book Chapter | Aus: Biswas, Gautam; Wong, Lung-Hsiang; Hirashima, Tsukasa; Chen, Wenli (Hrsg.): Proceedings of the 20th International Conference on Computers in Education | Singapore: Asia-Pacific Society for Computers in Education | 2012 32864 Endnote: Author(s): Zylka, Johannes
Title: Analyzing ICT literacy of German teachers. Focusing age and gender issues as well as identifying knowledge levels
In: Biswas, Gautam; Wong, Lung-Hsiang; Hirashima, Tsukasa; Chen, Wenli (Hrsg.): Proceedings of the 20th International Conference on Computers in Education, Singapore: Asia-Pacific Society for Computers in Education, 2012 , S. 777-781
URL: http://www.lsl.nie.edu.sg/icce2012/wp-content/uploads/2012/11/MAIN-Conference-E-BOOK.pdf
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Ausbilder; Baden-Württemberg; Befragung; Deutschland; Fragebogenerhebung; Geschlecht; Informationskompetenz; Informationstechnologische Grundbildung; Kompetenz; Lebensalter; Lehramtsstudent; Lehrer; Lehrerausbildung; Lehrerberuf; Lehrerin; Medienkompetenz; Messung; Wissen
Abstract (english): Owing to the increasingly fast development of media and especially the advancement of computer technology in recent decades, the topic of ICT integration in classrooms is being intensively discussed on different levels and media educators argue about the missing link between school education and the use of ICT in schools. In this respect, ICT-related competencies of teachers are supposed to play an important role, but approaches assessing ICT-related competencies - in general as well as in terms of the teacher profession - rarely exist and, thus, extensive data on ICT literacy of teachers is missing. The presented article focuses on identifying ICT knowledge of German teachers and teacher trainees, taken as a central aspect of media and ICT literacy, and in this respect especially addresses age-related and gender issues as well as different levels of ICT knowledge.
DIPF-Departments: Bildungsqualität und Evaluation