Introduction to Gender Differences in Computer and Information Literacy (original) (raw)
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Gender-related effects of computer and information literacy education
Journal of Curriculum Studies, 1997
In the school year 1993-94 a new subject,`Information and computer literacy' (ICL), was introduced in lower secondary education in the Netherlands. This article reports on a study of the effects of the curriculum materials used and of teaching behaviour in ICL lessons on changes in girls' and boys' attitudes towards computers, knowledge about ICL , and future plans. A second question focuses on the gender-linked ideas about the subject developed by pupils during ICL lessons. Students appear to enter the classroom with gender-linked patterns of behaviour and attitudes, but education plays an important role. After the course the differences in knowledge between girls and boys have diminished. However, the course was not able to remove gender differences in attitudes. Moreover, for students who worked with a non-genderinclusive method, gender differences in attitudes increased. The events and experiences in the classroom contribute to the extension of gender-speci c repertoires of pupils.
Gender Equity and Information Technology in Education: The Second Decade
Review of Educational Research, 2001
This article presents a review on gender differences and information and communication technology (ICT) in primary and secondary education. First the rapid development of the use of ICT in education is outlined. Then the topics of access to computers, computer-related learning processes, and educational outcomes are discussed. The review also provides insight into the background of gender differences in participation in computer activities and performance in relation to ICT. The research reviewed focused on the role of teachers and fellow classmates, on the different approaches of girls and boys to ICT, and on the preferences of girls regarding the structure and design of software. The research also analyzed the complex meaning of computer attitudes as both a cause and a consequence of differences in the participation and performance of girls and boys. The extent and nature of these differences vary from application to application.
Student Achievement and Beliefs Related to Computer and Information Literacy
IEA Research for Education, 2019
The 2013 International Computer and Information Literacy Study (ICILS) showed that female students demonstrated higher achievement in computer and information literacy (CIL) than male students in 12 of the 14 countries considered, with an average 19 scale points (or one-fifth of a standard deviation) difference across those 12 countries. An analysis of differential item functioning indicated that female students generally performed relatively better on tasks that involved communication, design, and creativity, while male students generally performed relatively better on more technical tasks, and those concerned with security. Female students took a little longer to complete the test than male students; this may have contributed to their better scores. While there were few differences between female and male students’ basic information and communications technologies (ICT) self-efficacy, on average, male students recorded higher specialized ICT self-efficacy than female students in a...
Research into Practice, Ontario Ministry of Education, 2007
A research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education The Literacy and Numeracy Secretariat is committed to providing teachers with current research on instruction and learning. The opinions and conclusions contained in these monographs are, however, those of the authors Computers are integrated into almost every major area of our lives: art, education, entertainment, business, communication, culture, media, medicine, and transportation. Many children start interacting with computers at three or four years of age; gender-based socialization begins even earlier, 1 at the moment when someone asks, " Is it a boy or a girl? ". A critical question arises as to whether computer behaviour is influenced by gender. If computers play an increasingly prominent role in our society, one could argue that significant power and success rest with those who know how to use this technology effectively. It is vital that boys and girls have equal opportunity to work with and benefit from computers.
Gender Difference in the Use of ICT
Background: The aim of this study is to assess the information and communication technologies (ICT) skills of students in the University of Cape Coast. Methods: Design: Cross sectional study. Participants: First year students (n = 84) attending University of Cape Coast, Cape Coast, Ghana. Main outcome measures: Self-reported assessment of competence on ICT-related topics and ability to perform specific ICT tasks. Further information related to frequency of computer use (per week, month), years of computer use, reasons for use and access to computers. Results: The highest levels of competence in generic ICT areas were for email, Internet and file management. For other skills such as word processing most respondents reported average levels of competence. The abilities to perform specific ICT skills were average-more than 60% of the participants were able to perform the core specific skills assessed. Conclusion: This study has found an average level of ability to use ICT facilities among first year students in a leading university in sub-Saharan Africa. Attention is required to develop interventions that can improve ICT skills, as well as computer access, in order to bridge the digital divide.
The impact of information and communication technology in education: Gender issues
2017
Information and Communication Technology (ICT) is recognised as a vehicle to improve the lives of people in marginalized communities of South Africa. In the past few years, ICT plays an important role in the educational sector in South Africa more especial in the urban areas of the country. ICT enables access to information and new forms of communication and provides many online services (e.g. facebook, email) in the sphere of commerce, culture, entertainment, socioeconomic development and education. While it is well established that ICT use in education has different impacts in gender (boys and girls), there is still a lack of research on ICT use, ICT experience and attitudes towards ICT use particularly in rural areas of South Africa. Most research from the literature review shows that research was conducted in developed countries where access in computers is not a major issue. ICT use and access, however, is growing rapidly in both primary and secondary education. This paper aim to investigate different impacts of ICTs on gender issues in marginalized rural schools of South Africa. The paper will draws primarily on literature from ICT experience, ICT access, attitudes towards ICT. Preliminary reviews of literature indicate that while boys and girls both tend to use ICTs for school homework or social networking, they take on different tasks differently when working together.
Gender Differences in Computer Attitudes, Ability, and Use in the Elementary Classroom
Many children start interacting with computers at three or four years of age; gender-based socialization begins even earlier, 1 at the moment when someone asks, "Is it a boy or a girl?". A critical question arises as to whether computer behaviour is influenced by gender. If computers play an increasingly prominent role in our society, one could argue that significant power and success rest with those who know how to use this technology effectively. It is vital that boys and girls have equal opportunity to work with and benefit from computers. Synopsis of the Research Literature In 1992, I reviewed 36 studies on gender and computer-related behaviours. 2 The overall picture indicated that males had more positive attitudes and higher abilities, and that they used computers more. Five years later, a detailed study by Whitley 3 revealed that gender imbalances continued to exist with respect to computer attitudes. Males viewed computers as primarily masculine tools, had stronger...
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE, 2023
This study is about the effects of gender on the teaching and learning of information and communication technology (ICT) at grade 7 level at a selected primary school in Chiredzi District of Masvingo province in Zimbabwe. A mixed methodology approach will be adopted for the study. The qualitative aspect of this study is concerned with developing explanations of social phenomena. The quantitative methodology aims at dealing with numbers and anything that is measurable in a systematic way of investigation of phenomena and their relationships. It was a case study of grade 7 learners. A non-probability sampling technique of purposive sampling was used to select a sample of 120 learners (3 grade 7 classes each with 40 learners) and 3 teachers who took part in the study. The researcher used questionnaires, interviews, observations, documents and records as well as focus group discussion as methods for collecting data. The main findings were that girls tended to be less interested in computers and had less positive views about the value of computing, and they reported more computer anxiety and less confidence in their computer abilities. Boys tend to agree with stereotypes and their stereotypical views correlate positively with their interest and with their beliefs about the value of ICT. Computers were perceived by girls as belonging to the male domain of mathematics, science, electronics, and machinery. Teachers were also of the view that boys enjoy working alone and discovering things on their own while girls prefer working in groups and sharing what they learn with others. That is, boys tend to be task-focused and to ignore group processes while for girls it is equally important to discuss and negotiate what to do and to resolve interpersonal conflicts. It is therefore recommended that there is need for ICT workshops with girls and female teachers such that having acquired ICT knowledge and skills, they are more likely to believe in girls' capacity to manage ICT. Their ICTrelated gender stereotyping will significantly decreased after the workshop, paving a path for them to take continuous participation in ICT and other related subjects. Furthermore, the provision of ICT facilities in schools should be one that should be given all the energy it requires as society is already late in implementing ICT learning within the schools. A further study could be conducted covering all primary schools in the province