Computer and Information Literacy and Educational Outcomes

• In Event: Technology, Instruction, Cognition, Learning: A Survey of Research

Abstract

I examine how variation in computer and information literacy (CIL) in Grade 8 associates to a range of outcomes later in the educational trajectory in Chile. My database consists of several data sources that I put together using unique student identifiers. I use data from the ICILS to measure students’ CIL, register data from the Ministry of Education to measure students’ grade point average, and achievement scores from the national assessment SIMCE to measure proficiency in math and reading. My results suggest that a one standard deviation increase on CIL scores is associated with 10-20% increase of a standard deviation in other subject domains. These results are conditional on achievement scores in Grade 8 and a rich set of controls.

Author

• Diego Cortes Cortes, IEA Data Processing and Research Center