Bøger af Daniel Duckworth

It's the year 367 AD, and the Roman military presence in quiet Brittania has dwindled to a mere few thousand legionaries made up of green recruits and tired veterans, with the mightiest of the legions having been pulled out of the province to fight in the gigantic power struggles for the Imperial throne, as Emperors rise and fall with astonishing speed. Not unnoticed by the barbarian tribes beyond Hadrian's wall and across the Irish sea, or by the fast-growing Saxon presence beyond the Rhine, the enemies of Rome begin to make plans to bring fire and blood to Britannia, and remove the Roman presence from the island for good... In a story that will take you across England from the coast of Dover to the very edge of the Roman Empire, our heroes will be beset by enemies on all sides and have to fight against despair, overwhelming odds and their own prejudices in order to pull together and survive the onslaught.

This Open Access book summarizes the key findings from the second cycle of IEAΓÇÖs International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in studentsΓÇÖ computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of studentsΓÇÖ computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how studentsΓÇÖ CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.