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ERIC Number: EJ835240
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1539-1523
Gender Inclusiveness in Educational Technology and Learning Experiences of Girls and Boys
Heemskerk, Irma; Dam, Geert ten; Admiraal, Wilfried
Journal of Research on Technology in Education, v41 n3 p253-276 Spr 2009
The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers' pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results. However, the question remains whether these motivating effects are equal for all students. Although the gender gap in the use of ICT and knowledge about it has diminished, there are still indications that the use of technology in education affects girls and boys differently. The present empirical study focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools.
International Society for Technology in Education. 180 West *th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A