Gender, perceptions, and reality

Madigan, Elinor M.; Goodfellow, Marianne; Stone, Jeffrey A.

doi:10.1145/1227310.1227453

Cited by 36 publications

(7 citation statements)

References 6 publications

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“…At the same time, this means that we did not invite students to actually apply some basic ICT techniques. According to some, this approach would avoid the danger of a biased report delivered by the interviewee (see Madigan et al, 2007;Hohlfeld et al, 2013), as using respondents' judgments about a form of self-efficacy is vulnerable (Hsu, Wang, & Runco, 2013). However, such an approach is also not void of problems.…”

Section: Discussionmentioning

confidence: 99%

“…Some have defended an approach that would measure the real application of the ICT skills by the respondents (for instance, Madigan et al, 2007), but a larger proportion of researchers have opted to use the selfperception of ICT skills by the respondents (Nair & Das, 2011;Maneschijn et al, 2013). Some others have preferred to combine the former approaches (Hohlfeld et al, 2013;Huggins, Ritzhaupt, & Dawson, 2014).…”

Section: Development Of a Measurement Model For Ict Skillsmentioning

confidence: 99%

“…"Age at first PC experience" refers to the age at which a student started to use a PC (Aslanidou & Menexes, 2008;Kubiatko & Vlckova, 2010). Gender is expressed by 1 for female and 0 for male students (dummy variable) (Volman & van Eck, 2001;Losh, 2004;Becker, 2006;Madigan et al, 2007;Kubiatko, 2010;Zhao et al, 2010;van Deursen & van Dijk, 2015).…”

Section: Observed Explanatory Variablesmentioning

confidence: 99%

“…Therefore, the male and the female roles might differ between different societies. This could have an influence on the attitude of people toward ICT and on behavior connected with ICT (Madigan, Goodfellow, & Stone, 2007). In Western societies, a masculine culture is often constructed with regard to ICT.…”

Section: Introductionmentioning

confidence: 99%

“…Pechtelidis, Kosma, and Chronaki (2015) described this process as a clever adaptation by women to the expectations of a male-dominated field, while at the same time maintaining traditional family roles. Many publications have shown that girls and women are less keen to work with a computer or to apply ICT programs or ICT instruments compared with boys and men (Volman & van Eck, 2001;Losh, 2004;Becker, 2006;Madigan et al, 2007;Kubiatko, 2010;Zhao et al, 2010;van Deursen & van Dijk, 2015). However, research (Bovée, Voogt, & Meelissen, 2007;Wang, Wu, & Wang, 2009;Verhoeven et al, 2010;De Wit et al, 2012) has also demonstrated that the gap between male and female actors is not common to all types of use of ICT applications and not in all countries (Spiezia, 2010), and that women (researchers) are more proficient in some ICT skills than men are (Chowdhury et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM) to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor's science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students' belief that ICT is necessary for scientific research.

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Section: Discussionmentioning

confidence: 99%

Section: Development Of a Measurement Model For Ict Skillsmentioning

confidence: 99%

Section: Observed Explanatory Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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Prior Programming Experience of Undergraduate Computing and Engineering Students in Ireland

Strong¹,

Higgins²,

Bresnihan³

et al. 2020

Encyclopedia of Education and Information Technologies

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Historically programming has not been a subject studied at 2 nd level in Ireland, and degree programmes in Irish 3 rd level institutions have taken a 'From-scratch' approach to the teaching of programming. It has become apparent that increasing numbers of students arriving into undergraduate computing and engineering degree programmes in Irish 3 rd-level institutions have prior experience of computer programming, and the situation regarding the teaching of programming in the Irish School system is currently changing.

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