RETURN TO GENDER': GENDER, ICT AND EDUCATION (original) (raw)

Does Gender Have a Role in ICT Among Finnish Teachers and Students

The digital divide between genders and generations in school, i.e., between teachers and secondary school students in Finland, was investigated comparing statistical data in 1999 -2000 and in 2002 -2004. ICT skills were intertwined with both generation and gender. Teachers were familiar with some traditional applications, students with new applications. Male teachers and students estimated their skills on a higher level than females, but in the second phase, female students' use and competence were close to male teachers'. There was a distinction between low use at school and high use during leisure time. In future, social use of ICT will reduce the differences between users, although the gaps between genders and generations in technical competence will probably remain.

CONSTRAINTS IN ICT AND GENDER

UNICEF Innocenti Research Centre

The lack of clarity of policy and the failure to create a link between policy statement and strategies on gender is a constraint to the promotion of ICTs and gender related issues. As a crucial development component of the revolutionary global knowledge economy, information and communication technologies have been hailed as possible tools to positively impact development efforts in both developing and developed countries (Steeves & Kwami, 2012; Sahlfeld, 2007; Chukwunonso & Aisha, 2012; Heeks, 2002). ICTs have permeated all areas of development, particularly communication, trade, and political development (O’Farrell, Norrish & Scott, 1999; Sarfo et al, 2011), and national policies in developing countries have begun considering them with greater interest. This notwithstanding, there continues to linger the challenge of divide, which is mostly in areas of access, gender and age (O’Connor, 2012; Geldof, 2011; Kwapong, 2008; Sarfo et al, 2011).

Gender Equality in digitalization and Computer Use

SDGs in practice – how to operate sustainable? : VI. BBS International Sustainability Student Conference Proceeding

This research paper is to examine gender and computer use in education in various countries using data sources. The results of the study indicate that the concerns expressed by educators about gender equity are valid. Female students have less knowledge about information technology, are less interested in using computers compared to male students, and experience more difficulties with the software. This could be due to factors such as differences in parental support, access to computers, the lack of female role models, and the type of computer-related activities conducted in schools. Gender differences were found both inside and outside of schools, highlighting the need for awareness and action by both teachers and parents. Although the USA was found to be the most "gender equal" country among those examined, there is a lack of policies in schools regarding gender issues, and even when they exist, they are not communicated to parents. The purpose of the study is to examine...

Out of the boy's room? A critical analysis of the understanding of gender and ICT in Norway

NORA - Nordic Journal of Feminist and Gender Research, 2003

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The contradiction of more global technology and less gender equality

The contradiction of more global technology and less gender equality One of the limitations for healthy gender equality are education, finance, culture and digital accessibility. Last report coming from ITU concludes that 64% of countries have more men online than women and that the digital gender divide is growing. It may seems surprising if we see it from a perspective of the relentless advance of digital connectivity and the promising path towards an Artificial Intelligence world, however, women are not inserted equally as men. The world is moving forward globally but not under an inclusive criteria. The global model works precisely because of the standardization delivered by technology, it supposes more integration of people on equal basis, however, it turns to become an inaccessible resource for many people in the world, particularly women.

Challenging Our Views on ICT, Gender and Education

Nordic Journal of Digital Literacy, 2011

The overall picture of the situation relating to gender and Information and Communication Technology (ICT) has so far been that men have been dominating the field and have left the women behind. This has also been the point of departure for policymakers. But, as will be shown in this paper, this male domination of the entire ICT field is not the case anymore. On the contrary, the situation is far more complex. For example, when looking at younger generations, the picture appears to be nuanced; both boys and girls seem to be involved and interested in using different ICT tools, both at school and elsewhere (CERI, 2010). Moreover, along with the new generation, there is the emergence of the new social media, in which girls seem to be highly involved. The present paper explores the ways in which the gender issue appears in youngsters’ use of and attitudes towards ICT and how they perform and interact as producers and consumers of digital content.

“Him and Her”-gender differentials in ICT uptake: A critical literature review and research agenda

… of Education and Development using ICT, 2009

Observed gender differences in the use of Information Communication Technology (ICT) constitute a form of digital divide. Differences between male and female ICT users are of increasing interest world wide as the digital divide evolves. This gendered digital divide is more prominent in the developing world and Africa provides a very obvious illustration. The result is an inequitable distribution of benefits that come with the use of ICT. The objective of this paper is to review literature on the gendered digital divide. This paper draws on arguments advanced in feminist standpoint theory and gender symbolism to consider how gender symbolism contributes to a better understanding of differences in ICT use in University education. This includes how understandings and experiences of ICT, influence the decision to use / not use ICT.