International Computer and Information Literacy Study (ICILS 2018) Main Study

International Computer and Information Literacy Study (ICILS 2018) MAIN STUDY

OMB# 1850-0929 v.6

Appendix B.1

ICILS Main Study Questionnaires – Summary of Changes

Submitted by:

National Center for Education Statistics (NCES)

Institute of Education Sciences (IES)

U.S. Department of Education

Washington, DC

November 2017

APPENDIX B.1: SUMMARY OF CHANGES TO U.S. ICILS INSTRUMENTS FROM FIELD TEST TO MAIN STUDY

The International Association for the Evaluation of Education Achievement (IEA) has released the final international versions of the ICILS 2018 main study questionnaires, and is in the process of approving the adaptations to be made to the U.S. versions of the main study questionnaires. Appendix B.2 provides the draft versions of the adapted U.S. versions of the ICILS 2018 main study questionnaires to be administered in the main study. This Appendix, B.1, lists the changes that were made to the U.S. versions of the field test questionnaire in preparation for the U.S. main study, which will begin in spring 2018.

The changes listed below are arranged by questionnaire (e.g., school principal, ICT coordinator, teacher, and student), and then by the four types of changes made: new U.S. adaptations (not already included in the field test U.S. versions); new items; deleted items; and revisions to item wording made to the U.S. versions of the field test items in preparation for using them in the U.S. versions of the main study questionnaires. This comparison is based on the draft U.S. versions of the ICILS 2018 main study questionnaires because the main study U.S. adaptations and new U.S. specific questions are still being approved by the IEA. The final versions of the adapted U.S. versions of the ICILS 2018 main study questionnaires will be provided to OMB as a change request in early January 2018.

The U.S. adaptations that were already made to the Field Test version of the questionnaires are kept for the Main Study version. New U.S. adaptations for the Main Study refer to any changes that need to be made from the Field Test version, such as the year of the test in the questionnaire introduction. Based on analysis of the field test data, the IEA and the international contractors revised some of the items from the field test international versions of the questionnaires, and also deleted some of the items. Furthermore, the U.S. added a few national questions that are commonly added to international surveys to provide data for the U.S. context. All of the changes are listed in this document. Straightforward adaptations of U.K. English to American English (e.g., favourite to favorite; adding a comma after “e.g.”, or removal of ® registered trademark symbols) were applied throughout each questionnaire and are not included in the tables below.

APPENDIX B.1 TABLE OF CONTENTS

Summary of Changes from ICILS 2018 U.S. Field Test to U.S. Main Study Principal, ICT Coordinator, Teacher, and Student Questionnaire Items

Contents

A. Principal Questionnaire 4

1. New Adaptations of all items (not already included in the U.S. field test version) 4

2. New Items 4

3. Deleted Items (entire stem) 5

4. Revised Items 5

B. ICT Coordinator Questionnaire 8

1. New Adaptations of all items (not already included in the U.S. field test version) 8

2. Revised Items 8

C. Teacher Questionnaire 13

1. New Adaptations of all items (not already included in the U.S. field test version) 13

2. New Items 13

3. Deleted Items (entire stem) 13

4. Revised Items 14

D. Student Questionnaire 23

1. New Adaptation of all items (not already included in the U.S. field test version) 23

2. New Items 23

3. Deleted Items (entire stem) 24

4. Revised Items 25

A. Principal Questionnaire

1. New Adaptations of all items (not already included in the U.S. field test version)

ICILS 2018 US Main Study (draft)
International term	U.S. adaptation	Item(s)
Principal Questionnaire for the Main Survey	Principal Questionnaire for the 2018 U.S. Main Study	Cover Header
Thank you for taking part in the 2018 International Computer and Information Literacy Study. The purpose of this study is to examine across different countries the extent to which young people in eighth grade have developed computer and information literacy, which is defined as the ability to use Information and Communications Technology (ICT) to investigate, create, and communicate with others at home, school, the workplace and in society.	Your school has agreed to participate in the 2018 Main Study for the International Computer and Information Literacy Study (ICILS). ICILS is an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The purpose of ICILS is to examine across different countries the extent to which young people in eighth grade have developed computer and information literacy, which is defined as the ability to use Information and Communications Technology (ICT) to investigate, create, and communicate with others at home, school, the workplace, and in society.	Note: Intro language and year and study type updated for year and study.
Q4 What is the total number of boys and girls in the school? (Please record a whole number. Record 0 (zero), if none.) Total number of girls Total number of boys	Q3 What is the total number of boys and girls in the school as of October 1, 2017? (Please record a whole number. Record 0 (zero), if none.) Total number of girls Total number of boys	Note: Added and updated new date. International version does not include a date.
Q5 What is the total number of boys and girls in eighth grade? (Please record a whole number. Record 0 (zero), if none.) Total number of girls Total number of boys	Q4 What is the total number of boys and girls in eighth grade as of October 1, 2017? (Please record a whole number. Record 0 (zero), if none.) Total number of girls Total number of boys	Note: Added and updated new date. International version does not include a date.

2. New Items

Item #	Added Text/Item
Q5 (U.S. Only)	Around the 1st of October 2017, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program? Record 0 (zero), if none.) _______ Percentage of students
Q6 (U.S. Only)	Of the students currently enrolled in your school, what percentage has been identified as limited-English proficient (LEP)/English language learners (ELL)? Record 0 (zero), if none.) _______ Percentage of students

3. Deleted Items (entire stem)

Item Number	Deleted Item
Q3	If you use ICT for any other school-related activities at least once a month, please list them. ___________

4. Revised Items

2018 FT Final U.S. Version		2018 MS Draft U.S. Version
Item #	Item	Item #	Revised Item
Q4 – Q5 Q6 – Q9 Q10 Q14 – Q15 Q16 – Q18		Q3 – Q4 Q7 – Q10 Q10b Q14 Q15 – Q17	Note: Renumbered items
Q2	How often do you use ICT for the following activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day Search for information on the Internet or a network maintained by education authorities for its schools Provide information about an educational issue through a website Look up records in a database (e.g., in a student information system) Maintain, organize and analyze data (e.g., with a spreadsheet or database) Prepare presentations Communicate with teachers in your school Communicate with education authorities Communicate with principals and senior staff in other schools Communicate with parents Work with a learning management system (e.g., Blackboard, Edmodo, Moodle) Use social media to communicate with the wider community about school-related activities	Q2	Note: New answer dimensions added How often do you use ICT for the following activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day Search for information on the Internet or a network maintained by education authorities for its schools Provide information about an educational issue through a website Look up records in a database (e.g., in a student information system) Maintain, organize and analyze data (e.g., with a spreadsheet or database) Prepare presentations Communicate with teachers in your school Communicate with education authorities Communicate with principals and senior staff in other schools Communicate with parents Work with a learning management system (e.g., Blackboard, Edmodo, Moodle) Use social media to communicate with the wider community about school-related activities Management of staff (e.g., scheduling, professional development) Preparing the curriculum School financial management
Q11	In your opinion, how important is each of the following outcomes of education in your school? (Please mark one choice in each row) Very important Quite important Somewhat important Not important The development of students’ basic computer skills (e.g., Internet use, email, word processing, presentation software) The development of students’ skills in using ICT for collaboration with others The use of ICT for facilitating students’ responsibility for their own learning The use of ICT to augment and improve students’ learning The development of students’ understanding and skills relating to safe and appropriate use of ICT The development of students’ proficiency in accessing and using information with ICT The development of students’ ability to write apps or programs	Q11	Note: Item stem reworded. How important is the use of ICT in this school for each of the following outcomes of education? (Please mark one choice in each row) Very important Quite important Somewhat important Not important The development of students’ basic computer skills (e.g., Internet use, email, word processing, presentation software) The development of students’ skills in using ICT for collaboration with others The use of ICT for facilitating students’ responsibility for their own learning The use of ICT to augment and improve students’ learning The development of students’ understanding and skills relating to safe and appropriate use of ICT The development of students’ proficiency in accessing and using information with ICT The development of students’ ability to write apps or programs
Q14 Q15	Who has the main responsibility for making decisions about each of the following aspects of ICT in this school? (Please mark one choice in each row) School district or relevant education authority School boards /councils School principal or deputy Heads of department ICT Coordinator Information specialist or librarian Individual teachers No one The purchase /supply of ICT equipment The choice of non-digital learning materials The choice of digital learning materials The selection of a learning management system The maintenance of ICT equipment Decisions about whether ICT is used in teaching Who has the main responsibility for each of the following aspects of ICT management in this school? (Please mark one choice in each row) School district or relevant education authority School boards /councils School principal or deputy Heads of department ICT coordinator Information specialist or librarian Individual teachers No one The implementation of ICT-based approaches in teaching The implementation of ICT-based approaches in administration The use of ICT-based approaches to assessment The assessment of students’ computer and information literacy The implementation of a computer and information literacy curriculum at the school The development of ICT-related teacher competencies	Q14	Note: Two item stems and dimensions combined into one. Also, answer dimensions reworded and new ones added. Who has the main responsibility for making decisions about each of the following aspects of ICT in this school? (Please mark one choice in each row) School district or relevant education authority School boards/ councils School principal or deputy Heads of department ICT coordinator Information specialist or librarian Individual teachers No one The procurement of ICT equipment The choice of non-digital learning materials The choice of digital learning materials The selection of a learning management system The maintenance of ICT equipment Decisions about whether ICT is used in teaching The implementation of ICT-based approaches in teaching The implementation of ICT-based approaches in administration The use of ICT-based approaches to assessment

B. ICT Coordinator Questionnaire

1. New Adaptations of all items (not already included in the U.S. field test version)

ICILS 2018 US Main Study
International term	U.S. adaptation	Item(s)
Introduction for ICT-coordinators to the questionnaire	ICT Coordinator Questionnaire for the 2018 Main Study	Cover Header

2. Revised Items

2018 FT Final U.S. Version		2018 MS Draft U.S. Version
Item #	Item	Item #	Revised Item
Q5 – Q6 Q7 Q8a Q10 – Q17		Q5 Q6 Q7 Q8 – Q15	Note: Renumbered items
Q2	Which of the following teaching duties do you have? (Please mark one choice in each row) Yes No I teach ICT courses to students. I teach other subjects (i.e., not ICT) to students. I do not have any teaching duties for students. I teach ICT courses to, or conduct workshops for, teachers and other school staff.	Q2	Note: Dimension reworded. Which of the following teaching duties do you have? (Please mark one choice in each row) Yes No I teach ICT courses to students. I teach other subjects (not related to learning about ICT) to students. I do not have any teaching duties for students. I teach ICT courses to, or conduct workshops for, teachers and other school staff.
Q3	How many years has your school been using ICT for teaching and/or learning purposes for students in eighth grade? (Please mark only one choice) Never, we do not use computers Fewer than 5 years At least 5 but fewer than 10 years 10 years or more	Q3	Note: Dimension reworded How many years has your school been using ICT for teaching and/or learning purposes for students in eighth grade? (Please mark only one choice) Never, we do not use ICT Fewer than 5 years At least 5 but fewer than 10 years 10 years or more
Q5 - Q6	Please indicate the availability of each of the following software resources at your school. (Please mark one choice in each row) Available to teachers and students Available only to teachers Available only to students Not available Practice programs or apps where teachers decide which questions are asked of students (e.g., Quizlet, Kahoot) Single user digital learning games (e.g., Languages Online) Multi-user digital learning games with graphics and inquiry tasks (e.g., Quest Atlantis) Word-processor software (e.g., Microsoft Word) Presentation software (e.g., Microsoft PowerPoint) Video and photo software for capture and editing (e.g., Windows Movie Maker, iMovie, Adobe Photoshop) Concept mapping software (e.g., Inspiration, Webspiration) Please indicate the availability of each of the following software resources at your school. (Please mark one choice in each row) Available to teachers and students Available only to teachers Available only to students Not available Data logging and monitoring tools (e.g., Logger Pro) that capture real-world data digitally for analysis (e.g. speed, temperature) Simulations and modeling software (e.g., NetLogo) A learning management system (e.g., Blackboard, Edmodo, Moodle) Graphing or drawing software e-portfolios (e.g., VoiceThread) Digital contents linked with textbooks Social media (e.g., Facebook, Twitter)	Q5	Note: Two questions Q5 – Q6 combined into one. Some dimensions removed Please indicate the availability of each of the following software resources at your school. (Please mark one choice in each row) Available to teachers and students Available only to teachers Available only to students Not available Practice programs or apps where teachers decide which questions are asked of students (e.g., Quizlet, Kahoot) Single user digital learning games (e.g., Languages Online) Multi-user digital learning games with graphics and inquiry tasks (e.g., Quest Atlantis) Word-processor software (e.g., Microsoft Word) Presentation software (e.g., Microsoft PowerPoint) Video and photo software for capture and editing (e.g., Windows Movie Maker, iMovie, Adobe Photoshop) Concept mapping software (e.g., Inspiration, Webspiration) Data logging and monitoring tools (e.g., Logger Pro) that capture real-world data digitally for analysis (e.g., speed, temperature) Simulations and modelling software (e.g., NetLogo) A learning management system (e.g., Blackboard, Edmodo, Moodle) Graphing or drawing software e-portfolios (e.g., VoiceThread) Digital contents linked with textbooks n) Social media (e.g., Facebook, Twitter)
Q7	Please indicate the availability of the following technology facilities in eighth grade. (Please mark one choice in each row) Available to teachers and students Available only to teachers Available only to students Not available Remote access to a school network Space on a school network to store files A school intranet with applications and workspaces Internet-based applications for collaborative work (e.g., Google Docs, Padlet, OneNote) A learning management system (e.g., Blackboard, Edmodo, Moodle) A 3D printer Programmable physical agents (e.g. robots) h) Access to a wireless LAN (Wi-Fi)	Q6	Note: Dimension reworded and order changed. Please indicate the availability of the following technology facilities in eighth grade. (Please mark one choice in each row) Available to teachers and students Available only to teachers Available only to students Not available Remote access to a school network Space on a school network to store files A school intranet with applications and workspaces Internet-based applications for collaborative work (e.g., Google Docs, Padlet, OneNote) A 3D printer Robots or robotic devices Access to a wireless LAN (Wi-fi) A learning management system (e.g., Blackboard, Edmodo, Moodle)
Q11	Approximately what percentage of students at the eighth grade have access to portable computers (laptops, netbooks or tablet devices) at school? (Please mark one choice in each row) 0 to 25% 26 to 50% 51 to 75% 76 to 100% Students provided with portable computers for use at school only Students provided with portable computers for use at home and at school Students bringing their own portable computers for use at school	Q9	Note: Answer dimensions reworded Approximately what percentage of students at the eighth grade have access to portable computers (laptops, netbooks or tablet devices) at school? (Please mark one choice in each row) 0 to 25% 26 to 50% 51 to 75% 76 to 100% Students provided with portable computers by their school for use at school only Students provided with portable computers by their school for use at home and at school Students bring portable computers which they own to use at school
Q12	Where are school ICT devices for teaching and learning in eighth grade located? (Please mark one choice in each row) Yes No In most (80% or more) classrooms In computer laboratories As class sets of computers that can be moved between classrooms In the library In other places accessible to students (e.g., cafeteria, auditorium, study area) They are brought by students to class	Q10	Note: Answer dimension reworded Where are school ICT devices for teaching and learning in eighth grade located? (Please mark one choice in each row) Yes No In most (80% or more) classrooms In computer laboratories As class sets of computers that can be moved between classrooms In the library In other places accessible to students (e.g., cafeteria, auditorium, study area) Students bring the devices to class
Q13	At your school, who provides day-to-day technical ICT support? (Please mark one choice in each row) Yes No Yourself A network administrator in the school (other than yourself) Other ICT technical staff (not including yourself) at the school Other administrators and school staff Other teachers Staff from the relevant education authority responsible for the school Personnel from external companies contracted to provide maintenance h) Students from this school	Q11	Note: Answer dimensions reworded At your school, who provides day-to-day technical ICT support? (Please mark one choice in each row) Yes No Yourself A network administrator in the school (other than yourself) Other ICT technical staff (not including yourself) at the school Administrators or school staff (other than yourself) Teachers (other than yourself) Staff from the relevant education authority responsible for the school Personnel from external companies contracted to provide maintenance h) Students from this school
Q14	At your school, who provides day-to-day pedagogical ICT support for teachers? (Please mark one choice in each row) Yes No Yourself Other ICT technical staff (not including yourself) at the school Other administrators and school staff Librarians, library staff or information specialists Other teachers Staff from the relevant education authority responsible for the school	Q12	Note: Answer dimensions reworded At your school, who provides day-to-day pedagogical ICT support for teachers? (Please mark one choice in each row) Yes No Yourself ICT technical staff (other than yourself) at the school Administrators or school staff (other than yourself) Librarians, library staff or information specialists (other than yourself) Teachers (other than yourself) Staff from the relevant education authority responsible for the school
Q15	To what extent is the use of ICT in teaching and learning at your school hindered by each of the following obstacles? (Please mark one choice in each row) A lot To some extent Very little Not at all Too few computers with an Internet connection Insufficient Internet bandwidth or speed Not enough computers for instruction Lack of sufficiently powerful computers Problems in maintaining ICT equipment Not enough computer software Insufficient ICT skills among teachers Insufficient time for teachers to prepare lessons Lack of effective professional learning resources for teachers Lack of an effective online learning support platform Insufficient incentives for teachers to integrate ICT use in their teaching Restricted access to useful Internet resources Insufficient technical ICT support Insufficient pedagogical support for the use of ICT	Q13	Note: Answer dimensions reworded. To what extent is the use of ICT in teaching and learning at your school hindered by each of the following obstacles? (Please mark one choice in each row) A lot To some extent Very little Not at all Too few computers with an Internet connection Insufficient Internet bandwidth or speed Not enough computers for instruction Lack of sufficiently powerful computers Problems in maintaining ICT equipment Not enough computer software Insufficient ICT skills among teachers Insufficient time for teachers to prepare lessons Insufficient effective professional learning resources for teachers Lack of an effective online learning support platform Insufficient incentives for teachers to integrate ICT use in their teaching Restricted access to useful Internet resources Insufficient technical ICT support Insufficient pedagogical support for the use of ICT
Q17	In the teaching of computing, computer science, information technology, informatics, or a similar subject at the eighth grade in your school, how much emphasis is given to the following tasks? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis Develop algorithms (e.g., instructions for a program like Scratch) Design information systems Write computer programs Evaluate computer programs Develop applications Refine computer code to improve efficiency Debug computer code Build electronic devices Develop simulations Test solutions to problems using simulations Create visual displays of information or processes (such as graphs, flow charts, and decision trees)	Q15	Note: Removed some answer dimensions. The order of the dimensions was also changed. In the teaching of computing, computer science, information technology, informatics, or a similar subject at the eighth grade in your school, how much emphasis is given to the following tasks? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis Develop algorithms (e.g., instructions for a program like Scratch) Write computer programs Evaluate computer programs Develop applications Refine computer code to improve efficiency Debug computer code Develop simulations Test solutions to problems using simulations Create visual displays of processes (e.g., flow charts, decision trees)

C. Teacher Questionnaire

1. New Adaptations of all items (not already included in the U.S. field test version)

ICILS 2018 US Main Study
International term	U.S. adaptation	Item(s)
INTRODUCTION FOR TEACHERS TO THE QUESTIONNAIRE	Teacher Questionnaire for the 2018 Main Study	Cover Header

2. New Items

Item #	Added Text/Item
Q3 (U.S. only)	What year did you start teaching? _________________ (Please write in a year)

3. Deleted Items (entire stem)

Item #	Deleted Text/Item
Q16	How confident do you feel about teaching the following skills to the reference class? (Please mark one choice in each row) Very confident Quite confident Not very confident Not at all confident To display information in different ways To break a complex process into smaller parts To understand diagrams that describe or show real-world problems To plan tasks by setting out the steps needed to complete them To identify the most efficient solution to a problem To use tools to make diagrams that help solve problems To use simulations to help understand or solve real-world problems To make flow diagrams to show the different parts of a process To record and evaluate data to understand and solve a problem To work with instructions to complete or describe tasks To use real-world data to review and revise solutions to problems
Q23	Teachers often have beliefs about the emphasis that they typically prefer to place on different approaches to teaching and learning. Which priority do you think is more important in each of the pairs below? (Please mark the more important priority in each pair.) a) Instruction should be built around problems with clear, correct answers. OR Instruction should focus on students finding solutions to open-ended problems. b) The main role of a teacher is to facilitate students’ own inquiry. OR The main role of a teacher is to demonstrate the correct way to do things. c) Students learn best by working through complex problems. OR Students learn best by progressing through sequences of simple elements of problems. d) Teaching should be based on direct instruction of ideas that most students can grasp quickly. OR Teaching should be based on supporting student exploration of complex ideas e) Knowledge of content and principles in core subject areas. OR Developing general inquiry processes that will support lifelong learning f) Students learn best when they decide on the activities to be undertaken in class. OR Students learn best when the teacher – not the students – decides what activities are to be done in class.

4. Revised Items

2018 FT Final US Version		2018 MS Draft US Version
Item #	Item	Item #	Revised Item
Q3 – Q9 Q10 – Q11 Q12 Q13 – Q14 Q15 Q17 – Q20 Q21 – Q22		Q4 – Q10 Q11 Q12 Q13 Q14 Q15 – Q18 Q19
Q3	What are the main subjects that you teach in this school in the current school year? (Please indicate the subjects that you teach in this school, indicating only those that individually account for at least four classes or two classes if block scheduling is used each week in this school. The exact name of one or more of your subjects may not appear in the list for each category. If it does not, please mark the category you think best fits the subject.) English Language Arts Spanish, or other foreign language Mathematics Sciences (general science and/or physics, chemistry, biology, geology, earth sciences, technical science) Human sciences/Humanities/Social Studies (history, geography, civics, law, economics, etc.) Creative arts (visual arts, music, dance, drama etc.) Information technology, computer studies, or similar subject Practical and vocational subjects Other (moral/ethics, physical education, home economics, personal and social development)	Q4	Note: Dimension word removed What are the main subjects that you teach in this school in the current school year? (Please indicate the subjects that you teach in this school, indicating only those that individually account for at least four classes or two classes if block scheduling is used each week in this school. The exact name of one or more of your subjects may not appear in the list for each category. If it does not, please mark the category you think best fits the subject.) English Language Arts Spanish, or other foreign language Mathematics Sciences (e.g., general science and/or physics, chemistry, biology, geology, earth sciences, technical science) Human sciences/Humanities/Social Studies (e.g., history, geography, civics, law, economics, etc.) Creative arts (e.g., visual arts, music, dance, drama) Information technology, computer studies, or similar subject Practical and vocational subjects (e.g., mechanics and repair, healthcare occupations, construction trades) Other (e.g., moral/ethics, physical education, personal and social development)
Q5	Approximately how long have you been using ICT for teaching purposes? (Please mark only one choice in each row) Never Less than two years Two years or more During lessons Preparing lessons	Q6	Note: Added a new category. Approximately how long have you been using ICT for teaching purposes? (Please mark only one choice in each row) Never Less than two years Between two and five years More than five years During lessons Preparing lessons
Q7	How well can you do these tasks using ICT? (Please mark one choice in each row) I know how to do this I haven’t done this but I could find out how I do not think I could do this Produce a letter using a word-processing program Email a file as an attachment Store your digital photos File digital documents in folders and sub-folders Monitor students' progress Use a spreadsheet program (e.g., Microsoft Excel) for keeping records or analyzing data Contribute to a discussion forum/user group on the Internet (e.g., a wiki or blog) Produce presentations (e.g., Microsoft PowerPoint or a similar program), with simple animation functions Use the Internet for online purchases and payments Prepare lessons that involve the use of ICT by students Find useful teaching resources on the Internet Assess student learning Collaborate with others using shared resources such as Google Docs, Padlet, OneNote Install software Use a learning management system (e.g., Blackboard, Edmodo, Moodle)	Q8	Note: Item Stem reworded. Some dimensions removed and reworded. The order of the dimensions was also changed. How well can you do these tasks on ICT? (Please mark one choice in each row) I know how to do this I haven’t done this but I could find out how I do not think I could do this Find useful teaching resources on the Internet Contribute to a discussion forum / user group on the Internet (e.g., a wiki or blog) Produce presentations (e.g., Microsoft PowerPoint or a similar program), with simple animation functions Use the Internet for online purchases and payments Prepare lessons that involve the use of ICT by students Use a spreadsheet program (e.g., Microsoft Excel) for keeping records or analyzing data Assess student learning Collaborate with others using shared resources (e.g., Google Docs, Padlet, OneNote) Use a learning management system (e.g., Moodle, Blackboard, Edmodo)
Q9	In your teaching of the reference class in this school year, how much emphasis have you given to developing the following ICT-based capabilities in your students? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis To access information efficiently To evaluate the relevance of digital information To display information for a given audience/purpose To evaluate the credibility of digital information To share digital information with others To use computer software to construct digital work products (e.g., presentations, documents, images, and diagrams) To systematically evaluate the students' own approaches to information searches To provide digital feedback on the work of others (such as classmates) To explore a range of digital resources when searching for information To provide references for digital information sources To understand the consequences of making information publicly available online	Q10	Note: The order of the dimensions was changed. Some dimensions removed. In your teaching of the reference class in this school year, how much emphasis have you given to developing the following ICT-based capabilities in your students? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis To access information efficiently To display information for a given audience/purpose To evaluate the credibility of digital information To share digital information with others To use computer software to construct digital work products (e.g., presentations, documents, images, and diagrams) To provide digital feedback on the work of others (such as classmates) To explore a range of digital resources when searching for information To provide references for digital information sources To understand the consequences of making information publically available online
Q10 - Q11	How often do students in your reference class use ICT for the following activities? (Please mark one choice in each row) They do not engage in this activity They never use ICT in this activity They sometimes use ICT in this activity They often use ICT in this activity They always use ICT in this activity Work on extended projects (i.e., lasting over a week) Work on short assignments (i.e., within one week) Explain and discuss ideas with other students Submit completed work for assessment Work individually on learning materials at their own pace Undertake open-ended investigations or field work Reflect on their learning experiences (e.g., by using a learning log) Communicate with students in other schools on projects Seek information from experts outside the school Plan a sequence of learning activities for themselves How often do students in your reference class use ICT for the following activities? (Please mark one choice in each row) They do not engage in this activity They never use ICT in this activity They sometimes use ICT in this activity They often use ICT in this activity They always use ICT in this activity Analyze data Search for information on a topic using outside resources Evaluate information resulting from a search Collect data for a project Create visual products or videos Produce or edit music Share products with other students Produce animations	Q11	Note: Two questions Q10 – Q11 combined into one. Also, some dimensions removed. How often do students in your reference class use ICT for the following activities? (Please mark one choice in each row) They do not engage in this activity They never use ICT in this activity They sometimes use ICT in this activity They often use ICT in this activity They always use ICT in this activity Work on extended projects (i.e., lasting over a week) Work on short assignments (i.e., within one week) Work on short assignments (i.e., within one week) Submit completed work for assessment Work individually on learning materials at their own pace Undertake open-ended investigations or field work Reflect on their learning experiences (e.g., by using a learning log Communicate with other students on projects Plan a sequence of learning activities for themselves Analyze data Evaluate information resulting from a search Collect data for a project Create visual products or videos Share products with other students
Q12	How often do you use ICT with the following practices when teaching your reference class? (Please mark one choice in each row) I do not use this practice with the reference class I never use ICT with this practice I sometimes use ICT with this practice I often use ICT with this practice I always use ICT with this practice The presentation of information through direct class instruction The provision of remedial or enrichment support to individual students or small groups of students The support of student-led whole-class discussions and presentations The assessment of students' learning through tests The provision of feedback to students on their work The reinforcement of learning of skills through repetition of examples The support of collaboration among students The mediation of communication between students and experts or external mentors The support of student collaboration with other students (within or outside school) The communication with parents or guardians about students’ learning The support of inquiry learning	Q12	Note: A dimension was removed How often do you use ICT with the following practices when teaching your reference class? (Please mark one choice in each row) I do not use this practice with the reference class I never use ICT with this practice I sometimes use ICT with this practice I often use ICT with this practice I always use ICT with this practice The presentation of information through direct class instruction The provision of remedial or enrichment support to individual students or small groups of students The support of student-led whole-class discussions and presentations The assessment of students' learning through tests The provision of feedback to students on their work The reinforcement of learning of skills through repetition of examples The support of collaboration among students The mediation of communication between students and experts or external mentors The communication with parents or guardians about students’ learning The support of inquiry learning
Q13 - Q14	How often did you use the following tools in your teaching of the reference class this school year? (Please mark one choice in each row) Never In some lessons In most lessons In every or almost every lesson Practice programs or apps where you ask students questions (e.g., Quizlet, Kahoot) Single user digital learning games (e.g., Languages Online) Multi-user digital learning games with graphics and inquiry tasks (e.g., Quest Atlantis). Word-processor software (e.g., Microsoft Word) Presentation software (e.g., Microsoft PowerPoint) Spreadsheets (e.g., Microsoft Excel) Video and photo software for capture and editing (e.g., Windows Movie Maker, iMovie, Adobe Photoshop) Concept mapping software (e.g., Inspiration, Webspiration) Data logging and monitoring tools (e.g., Logger Pro) Simulations and modelling software (e.g., NetLogo) How often did you use the following tools in your teaching of the reference class this school year? (Please mark one choice in each row) Never In some lessons In most lessons In every or almost every lesson A learning management system (e.g., Blackboard, Edmodo, Moodle) Communication software (e.g., email, direct messaging, Skype) Collaborative software (e.g., Google Docs, Onenote, Padlet) Computer-based information resources (e.g., websites, wikis, encyclopedia) Interactive digital learning resources (e.g., learning objects) Graphing or drawing software e-portfolios (e.g., VoiceThread) Digital contents linked with textbooks Social media (e.g., Facebook, Twitter)	Q13	Note: Two questions Q13 – Q14 combined into one. Some dimensions removed and reworded. The order of the dimensions was changed. How often did you use the following tools in your teaching of the reference class this school year? (Please mark one choice in each row) Never In some lessons In most lessons In every or almost every lesson Practice programs or apps where you ask students questions (e.g., Quizlet, Kahoot) Digital learning games Word-processor software (e.g., Microsoft Word ) Presentation software (e.g., Microsoft PowerPoint ) Spreadsheets (e.g., Microsoft Excel) Video and photo software for capture and editing (e.g., Windows Movie Maker, iMovie, Adobe Photoshop) Concept mapping software (e.g., Inspiration, Webspiration) Simulations and modelling software (e.g., NetLogo) A learning management system (e.g., Edmodo, Blackboard) Communication software (e.g., email, direct messaging, Skype) Collaborative software (e.g., Google Docs, Onenote, Padlet) Computer-based information resources (e.g., topic-related websites, wikis, encyclopedia) Interactive digital learning resources (e.g., learning objects) Graphing or drawing software e-portfolios (e.g., VoiceThread) Digital contents linked with textbooks Social media (e.g., Facebook, Twitter)
Q15	In your teaching of the reference class this school year, how much emphasis have you given to student learning of the following skills? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis To display information in different ways To break a complex process into smaller parts To understand diagrams that describe or show real-world problems To plan tasks by setting out the steps needed to complete them To identify the most efficient solution to a problem To use tools making diagrams that help solve problems To use simulations to help understand or solve real-world problems To make flow diagrams to show the different parts of a process To record and evaluate data to understand and solve a problem To work with instructions to complete or describe tasks To use real-world data to review and revise solutions to problems	Q14	Note: Item stem wording has changed. Answer dimensions removed. In your teaching of the reference class this school year, how much emphasis have you given to teaching the following skills? (Please mark one choice in each row) Strong emphasis Some emphasis Little emphasis No emphasis To display information in different ways To break a complex process into smaller parts To understand diagrams that describe or show real-world problems To plan tasks by setting out the steps needed to complete them To use tools to make diagrams that help solve problems To use simulations to help understand or solve real-world problems To make flow diagrams to show the different parts of a process To record and evaluate data to understand and solve a problem To use real-world data to review and revise solutions to problems
Q17	To what extent do you agree or disagree with the following statements about the use of ICT in teaching at your school? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree To display information in different ways To break a complex process into smaller parts To understand diagrams that describe or show real-world problems To plan tasks by setting out the steps needed to complete them To identify the most efficient solution to a problem To use tools to make diagrams that help solve problems To use simulations to help understand or solve real-world problems To make flow diagrams to show the different parts of a process To record and evaluate data to understand and solve a problem To work with instructions to complete or describe tasks To use real-world data to review and revise solutions to problems	Q15	Note: Removed and reworded some answer dimensions. The order of the some dimensions were also changed. To what extent do you agree or disagree with the following statements about the use of ICT in teaching at your school? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree ICT is considered a priority for use in teaching. My school has sufficient ICT equipment (e.g., computers). The computer equipment in my school is up-to-date. My school has access to sufficient digital learning resources (e.g., learning software or apps). My school has good connectivity (e.g., fast speed and stable) to the Internet. There is enough time to prepare lessons that incorporate ICT. There is sufficient opportunity for me to develop expertise in ICT. There is sufficient technical support to maintain ICT resources.
Q18	To what extent do you agree or disagree with the following statements about your use of ICT in teaching and learning at your school? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree I work together with other teachers on improving the use of ICT in classroom teaching. I follow a common set of rules about how ICT should be used in classrooms. I collaborate with colleagues to develop ICT based lessons. I observe how other teachers use ICT in teaching I discuss with other teachers how to use ICT in teaching topics. I share ICT-based resources with other teachers in my school.	Q16	Note: Removed and reworded some answer dimensions To what extent do you agree or disagree with the following statements about your use of ICT in teaching and learning at your school? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree I work together with other teachers on improving the use of ICT in classroom teaching. I collaborate with colleagues to develop ICT-based lessons I observe how other teachers use ICT in teaching. I discuss with other teachers how to use ICT in teaching topics. I share ICT-based resources with other teachers in my school.
Q20	How often have you participated in any of the following professional learning activities in the past two years? (Please mark one choice in each row) Not at all Once only More than once A course on ICT applications (e.g., word processing, presentations, Internet use, spreadsheets, databases) A course on integrating ICT into teaching and learning Training on subject-specific digital teaching and learning resources Observations of other teachers using ICT in teaching An ICT-mediated discussion or forum on teaching and learning The sharing of digital teaching and learning resources with others through a collaborative workspace Use of a collaborative workspace to jointly evaluate student work A course on use of ICT for students with disabilities A webinar on ICT integration in teaching and learning Use of a student data management system Use of ICT to support personalized learning by students	Q18	Note: Some answer dimensions removed and reworded. How often have you participated in any of the following professional learning activities in the past two years? (Please mark one choice in each row) Not at all Once only More than once A course on ICT applications (e.g., word processing, presentations, Internet use, spreadsheets, databases) A course or webinar on integrating ICT into teaching and learning Training on subject-specific digital teaching and learning resources Observations of other teachers using ICT in teaching An ICT-mediated discussion or forum on teaching and learning The sharing of digital teaching and learning resources with others through a collaborative workspace g) Use of a collaborative workspace to jointly evaluate student work A course on use of ICT for students with special needs or specific learning difficulties A course on how to use ICT to support personalized learning by students
Q21 - Q22	To what extent do you agree or disagree with the following statements about using ICT in teaching and learning at school? (Please mark one choice in each row) Using ICT at school … Strongly agree Agree Disagree Strongly disagree impedes concept formation by students helps students develop greater interest in learning helps students to work at a level appropriate to their learning needs. encourages students to copy material from Internet sources. helps students develop problem solving skills distracts students from learning. results in poorer written expression among students. results in poorer calculation and estimation skills among students. helps students learn to collaborate with other students. To what extent do you agree or disagree with the following statements about using ICT in teaching and learning at school? (Please mark one choice in each row) Using ICT at school … Strongly agree Agree Disagree Strongly disagree limits the amount of personal communication among students. enables students to communicate more effectively with others. introduces organizational problems for schools helps teachers communicate with students helps students develop skills in planning and self-regulation of their work. improves academic performance of students. enables students to access better sources of information helps students to consolidate and process information more effectively.	Q19	Note: Two questions Q21 – Q22 combined into one. Some dimensions removed and reworded. The order of the dimensions was changed. To what extent do you agree or disagree with the following statements about using ICT in teaching and learning at school? (Please mark one choice in each row) Using ICT at school … Strongly agree Agree Disagree Strongly disagree Impedes concept formation by students Helps students develop greater interest in learning. Helps students to work at a level appropriate to their learning needs. Results in students copying material from Internet sources. Helps students develop problem solving skills. Distracts students from learning. Results in poorer written expression among students Results in poorer calculation and estimation skills among students Limits the amount of personal communication among students. Enables students to collaborate more effectively. Helps students develop skills in planning and self-regulation of their work. Improves academic performance of students. Enables students to access better sources of information

3. Student Questionnaire

1. New Adaptation of all items (not already included in the U.S. field test version)

2018 Main Study
International term	U.S. adaptation	Item(s)
Student Questionnaire for the Main Survey	Student Questionnaire for the 2018 U.S. Main Study	Cover Header
Does your parent or guardian 2 work in a paid job? 1 = Yes (Note: Student will be directed to Q11a and Q12a) 2 = No (Note: Student will be directed to Q11b and Q12b)	Does your parent or guardian 2 work in a paid job? 1 = Yes (Note: Student will be directed to Q11a and Q12a) 2 = No (Note: Student will be directed to Q11b and Q12b) Not applicable	Q12 Note: We have suggested to the IEA to add a third choice of “Not applicable” in case the student has only 1 parent. If approved by the IEA, Q12 and subsequent questions about parent/guardian 2 would not be seen by the student if they answer N/A.
At school, how often do you use ICT during lessons in the following subjects or subject areas? (Please mark one choice in each row) 1 = I don't study this subject/these subjects 2 = Never 3 = In some lessons 4 = In most lessons 5 = In every or almost every lesson h) Practical or vocational	At school, how often do you use ICT during lessons in the following subjects or subject areas? (Please mark one choice in each row) 1 = I don't study this subject/these subjects 2 = Never 3 = In some lessons 4 = In most lessons 5 = In every or almost every lesson Practical or vocational (e.g., mechanics and repair, healthcare occupations, construction trades)	Q25H

2. New Items

Item Number	Added Text/Item
Q3 (U.S. only)	Are you Hispanic or Latino? (Please mark only one choice) Yes, I am Hispanic or Latino No, I am not Hispanic or Latino
Q4 (U.S. only)	Which of the following best describes you? (Please mark all choices that apply) White Black or African American Asian American Indian or Alaska Native Native Hawaiian or other Pacific Islander

3. Deleted Items (entire stem)

Item Number	Deleted Text/Item
	How often do you use ICT to read e-books in your home? (Please mark only one choice) Never or hardly ever At least once a month but not every week At least once a week but not every day Every day
	Do you have an Internet connection at home? (Please mark only one choice) Yes No
	How often have the following activities taken place in your lessons? (Please mark one choice for each row) Never In some lessons In most lessons In every or almost every lesson We use ICT to present information My teacher uses ICT to present information We do tests on ICT My teacher uses ICT to provide students with feedback on what they have learned We work on projects using ICT to share resources and ideas We use the Internet for research We use the Internet to contact external experts
	How much do you agree or disagree with the following statements about ICT? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree I would like to study subjects related to ICT after high school I hope to find a job that involves advanced ICT Learning how to use ICT applications will help me to do the work I am interested in Knowing as much as possible about ICT will help me get a job It is no longer possible to find work without knowing how to use ICT
	When studying during the current school year, to what extent have you learned how to do the following tasks? (Please mark one choice in each row) To a large extent To a moderate extent To a small extent Not at all Display information in different ways Break a complex process into smaller parts Understand diagrams that describe or show real-world problems Plan tasks by setting out the steps needed to complete them Identify the most efficient solution to a problem Use tools to make diagrams that help solve problems Use simulations to help understand or solve real-world problems Make flow diagrams to show the different parts of a process Record and evaluate data to understand and solve a problem Work with instructions to complete or describe tasks Use real-world data to review and revise solutions to problems
	How well do you think you can do the following tasks? (Please mark one choice in each row) Very well Fairly well Not very well Not at all Display information in different ways Break a complex process into smaller parts Understand diagrams that describe or show real-world problems Plan tasks by setting out the steps needed to complete them Identify the most efficient solution to a problem Use tools to make diagrams that help solve problems Use simulations to help understand or solve real-world problems Make flow diagrams to show the different parts of a process Record and evaluate data to understand and solve a problem Work with instructions to complete or describe tasks Use real-world data to review and revise solutions to problems

4. Revised Items

2018 FT Final U.S. Version		2018 MS Draft U.S.Version
Item #	Item	Item #	Revised Item
Q3 – Q14 Q16 Q28 – Q33		Q5 – Q16 Q17 Q27 – Q32	Note: Renumbered items
Q16	How many of the following ICT are currently used in your home? (Please mark one choice in each row) None One Two Three or more Desktop computers Portable computers (e.g., laptop, notebook, netbook) Tablet devices or e-readers (e.g., iPad, Surface Pro, Kindle) Smartphones	Q17	Note: Some dimensions combined and removed How many of the following ICT devices are currently used in your home? (Please mark one choice in each row) None One Two Three or more Desktop or laptop computers Tablet devices or e-readers (e.g., iPad, Surface Pro, Kindle)
Q18b	Tablet devices	Q18b	Note: Dimension wording expanded Tablet devices or e-readers (e.g., iPad, Surface Pro, Kindle)
Q19b	Create or edit documents	Q19b	Note: Dimension word added Create or edit digital documents
Q19c	Create or edit presentations	Q19c	Note: Dimension word added Create or edit digital presentations
Q20	How often do you use ICT in these places? Please do not count the use of smartphones when making phone calls or writing text messages. (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day At home At school At other places (e.g., local library, Internet café)	Q20	Note: Dimensions wording expanded, removed, and new dimensions added How often do you use ICT in these places? Please do not count the use of smartphones when making phone calls or writing text messages. (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day At school for school-related purposes At school for other purposes Outside of school for school-related purposes Outside of school for other purposes
Q22	How often do you use ICT to do each of the following communication activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day Share news from current events on social media Talk to friends, family, or other people using voice or video chat (e.g., Skype, FaceTime, WhatsApp, Viber) Send texts or instant messages to friends, family, or other people Write posts and updates about what happens in your life on social media Ask questions on forums or Q&A, question and answer websites Answer other peoples’ questions on forums or Q&A, question and answer websites Write posts for your own blog (e.g., WordPress, Tumblr, Blogger) Post images or video in social networks or online communities (e.g., Facebook, Instagram or YouTube) Watch videos or images that other people have posted online Tag others online in posts or images on social media Send or forward information about events or activities to other people	Q21	Note: Dimension reworded and another removed. How often do you use ICT for each of the following activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day Share news about current events on social media Communicate with friends, family, or other people using instant messaging, voice or video chat (e.g., Skype, FaceTime, WhatsApp, Viber) Send texts or instant messages to friends, family, or other people Write posts and updates about what happens in your life on social media Ask questions on forums or Q&A, question and answer websites Answer other peoples’ questions on forums or Q&A, question and answer websites Write posts for your own blog (e.g., WordPress, Tumblr, Blogger) Post images or video in social networks or online communities (e.g., Facebook, Instagram or YouTube) Watch videos or images that other people have posted online Send or forward information about events or activities to other people
Q23	How often do you use ICT to do each of the following leisure activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every da Every day Search the Internet to find information about places to go or activities to do Read reviews on the Internet of things you might want to buy Read news stories on the Internet Search for online information about things you are interested in Read posts or websites about things you are interested in Use websites, forums, or online videos to find out how to do something Play single-player games Play multi-player games using the same device as the other player(s) Play multi-player games where each player uses his/her individual device Listen to downloaded or streamed music Watch downloaded or streamed TV shows or movies Buy things online	Q23	Note: Removed and reworded some answer dimensions How often do you use ICT to do each of the following leisure activities? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every day Every day Search the Internet to find information about places to go or activities to do Read reviews on the Internet of things you might want to buy Read news stories on the Internet Search for online information about things you are interested in Use websites, forums, or online videos to find out how to do something Play games Listen to downloaded or streamed music Watch downloaded or streamed TV shows or movies
Q24	How often do you use ICT for the following school-related purposes? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every school day Every school day Prepare reports or essays Prepare presentations Work online with other students from your own school Work online with other students from other schools Complete worksheets or exercises Organize your time and work Write about your learning Complete tests Use software or applications to learn skills or a subject (e.g., mathematics tutoring software, language learning software) Use the Internet to search for information Use coding software to complete assignments (e.g., in Scratch, Logo, VBA, Java)	Q24	Note: Changed wording and removed some answer dimensions. How often do you use ICT for the following school-related purposes? (Please mark one choice in each row) Never Less than once a month At least once a month but not every week At least once a week but not every school day Every school day Prepare reports or essays Prepare presentations Work online with other students Complete worksheets or exercises Organize your time and work Take tests Use software or applications to learn skills or a subject (e.g., mathematics tutoring software, language learning software) Use the Internet to do research Use coding software to complete assignments (e.g., in Scratch, Logo, VBA, Java) Make video or audio productions
Q28	At school, to what extent have you learned how to do the following tasks? (Please mark one choice in each row) To a large extent To a moderate extent To a small extent Not at all Provide references to Internet sources Search for information using ICT Present information for a given audience or purpose using ICT Work out whether to trust information from the Internet Decide what information obtained from the Internet is relevant to include in school work Organize information obtained from Internet sources Decide where to look for information on the Internet about an unfamiliar topic Look for different types of digital information on a topic Build or edit a webpage	Q27	Note: Added and removed answer dimensions. At school, to what extent have you learned how to do the following tasks? (Please mark one choice in each row) To a large extent To a moderate extent To a small extent Not at all Provide references to Internet sources Search for information using ICT Present information for a given audience or purpose using ICT Work out whether to trust information from the Internet Decide what information obtained from the Internet is relevant to include in school work Organize information obtained from Internet sources Decide where to look for information on the Internet about an unfamiliar topic Use ICT to collaborate with others
Q29	At school, have you learned about the importance of the following topics? (Please mark one choice in each row) Yes No To keep anti-virus software on computers up-to-date To change passwords regularly (e.g., network account, email, social media) To check the origin of emails before opening attachments To log out of a shared computer at the end of a session To use social media responsibly (e.g., what types of information you share about yourself or other people)	Q28	Note: Removed and reworded some answer dimensions. At school, have you learned about the importance of the following topics? (Please mark one choice in each row) Yes No To change passwords regularly (e.g., network account, email, social media) To check the origin of emails before opening attachments To log out of a shared computer at the end of a session To share information on social media responsibly
	YOUR THOUGHTS ABOUT USING ICT	Section header	YOUR THOUGHTS ABOUT USING AND LEARNING ABOUT ICT
Q30	How well can you do each of these tasks when using ICT? (Please mark one choice in each row) I know how to do this I have never done this but I could work out how to do this I do not think I could do this Search for and find a file Edit digital photographs or other graphic images Create a database (e.g., using Microsoft Access) Write or edit text for a school assignment Search for and find relevant information for a school project on the Internet Build or edit a webpage Change the settings on your device to improve the way it operates Use a spreadsheet to do calculations, store data or plot a graph Create a computer program, macro, or app (e.g., in Scratch, Logo, VBA, Java) Set up a local area network of computers or other ICT Create a multi-media presentation (with sound, pictures, or video) Upload text, images, or video to an online profile Insert an image into a document or message Install a program or app Judge whether you can trust information you find on the Internet Select information from within a digital source to use in an assignment Create the best layout for a digital product to help viewers understand information	Q29	Note: Removed several answer dimensions How well can you do each of these tasks when using ICT? (Please mark one choice in each row) I know how to do this I have never done this but I could work out how to do this I do not think I could do this Edit digital photographs or other graphic images Create a database (e.g., using Microsoft Access) Write or edit text for a school assignment Search for and find relevant information for a school project on the Internet Build or edit a webpage Change the settings on your device to improve the way it operates Create a computer program, macro, or app (e.g., in Scratch, Logo, VBA, Java) Set up a local area network of computers or other ICT Create a multi-media presentation (with sound, pictures, or video) Upload text, images, or video to an online profile Insert an image into a document or message Install a program or app Judge whether you can trust information you find on the Internet
Q32	How much do you agree or disagree with the following statements about the use of ICT in society? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree Advances in ICT usually improve people’s living conditions. ICT helps us to understand the world better. Using ICT makes people more isolated in society. Using ICT helps people to relate better to others. With more ICT there will be fewer jobs. People spend far too much time using ICT. ICT is valuable to society. Advances in ICT bring many social benefits. Using ICT may be dangerous for people's health.	Q31	Note: Item stem wording has changed. Answer dimensions also added and removed.. How much do you agree or disagree with the following statements about ICT? (Please mark one choice in each row) Strongly agree Agree Disagree Strongly disagree Advances in ICT usually improve people’s living conditions. ICT helps us to understand the world better. Using ICT makes people more isolated in society. With more ICT there will be fewer jobs. People spend far too much time using ICT. ICT is valuable to society. Advances in ICT bring many social benefits. Using ICT may be dangerous for people's health. I would like to study subjects related to ICT after [secondary school] I hope to find a job that involves advanced ICT Learning how to use ICT applications will help me to do the work I am interested in
Q33	When studying during the current school year, to what extent have you learned how to do the following tasks? (Please mark one choice in each row) Very well Fairly well Not very well Not at all Display information in different ways Break a complex process into smaller parts Understand diagrams that describe or show real-world problems Plan tasks by setting out the steps needed to complete them Identify the most efficient solution to a problem Use tools to make diagrams that help solve problems Use simulations to help understand or solve real-world problems Make flow diagrams to show the different parts of a process Record and evaluate data to understand and solve a problem Work with instructions to complete or describe tasks Use real-world data to review and revise solutions to problems	Q32	Note: The answer dimensions have “To” preceding each now. Also, some answer dimensions have been added and some removed. When studying during the current school year, to what extent have you been taught how to do the following tasks? (Please mark one choice in each row) To a large extent To a moderate extent To a small extent Not at all To display information in different ways To break a complex process into smaller parts To understand diagrams that describe or show real-world problems To plan tasks by setting out the steps needed to complete them To use tools to make diagrams that help solve problems To use simulations to help understand or solve real world problems To make flow diagrams to show the different parts of a process To record and evaluate data to understand and solve a problem To use real-world data to review and revise solutions to problems