Marginality in the information age: Is the gender gap really diminishing?

Broos, Agnetha; Roe, Keith

doi:10.1515/comm.2005.30.2.251

Cited by 6 publications

(3 citation statements)

References 22 publications

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“…But also fear of technology can be a reason, especially for women. Women also report more negative feelings against computers and the Internet (Broos & Roe, 2005). The group of older women who are not using a computer is also very stable during the last couple of years and they are hard to reach and persuade.…”

Section: Discussionmentioning

confidence: 99%

Innovative and Technology-Enhanced Learning Approaches for Older Adults

Hetzner¹,

Leen²

2016

Ariadna

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As adult learners, and especially learners older than sixty years of age, are a very heterogenic group, it is challenging to create learning concepts which suit the entire group and respect particular needs. E-learning can be a solution, as it is possible to learn very individually but still as part of a learning community when participating in an e-learning course. E-learning courses for older adults about ICT learning have revealed that this can be a very successful way of learning as long as some didactical principles are fulfilled, and communication and support is offered to the learner. This article describes some basic guidelines for successful ICT courses for older adults and offers a solution for older adults who still have negative feelings towards using ICT. With the possibilities of mobile learning, ICT literacy acquisition becomes even easier as tablet use requires less technology skills than the use of a standard computer. As first results of mobile learning for older adults are very promising, a new European project offers learning material for unexperienced users in four European countries. This project is also introduced in this article.Keywords: e-learning, mobile learning, adult learners, older learners, tablets. ResumenDado que los alumnos adultos (y especialmente los alumnos mayores de sesenta años) son un grupo muy heterogéneo, es un reto crear conceptos de aprendizaje que se acoplen a la totalidad del grupo y respeten las necesidades particulares. El aprendizaje en línea puede ser una solución, pues posibilita un método de aprendizaje muy individualizado pero sin dejar de formar parte de la comunidad de alumnos que participan en un curso de estas características. Los cursos en línea para el aprendizaje de las TIC destinados a la tercera edad han revelado que este puede ser un modo muy adecuado de aprendizaje, siempre que se cumplan ciertos principios didácticos y que se ofrezca comunicación y apoyo al alumno. Este artículo describe algunas directrices básicas para la idoneidad de cursos sobre las TIC destinados a las personas mayores, y ofrece una solución para esa parte de la tercera edad que mantiene todavía ideas negativas hacia el uso de dichas TIC. Con las posibilidades de aprendizaje que brindan los dispositivos móviles, la adquisición de conocimientos sobre las TIC se facilita aún más, pues el uso de una tableta requiere menos destrezas tecnológicas que el uso de un ordenador estándar. Dado que los primeros resultados del aprendizaje a través de dispositivos móviles para la tercera edad son muy prometedores, un nuevo proyecto europeo ofrece material de aprendizaje para usuarios sin experiencia previa en cuatro países europeos. El presente artículo da a conocer también ese proyecto.Palabras clave: aprendizaje en línea, aprendizaje mediante dispositivos móviles, alumnos adultos, alumnos de la tercera edad, tabletas.

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Section: Discussionmentioning

confidence: 99%

Innovative and Technology-Enhanced Learning Approaches for Older Adults

Hetzner¹,

Leen²

2016

Ariadna

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“…The study was to explore the subjective experience of men and women who worked with computer technology daily and who had shared pleasures in, and identification with, technology. It drew heavily on the literature of gender and technology (Berg, 1994(Berg, , 1997Berg & Lie, 1995;Broos, 2005;Broos & Roe, 2005;Cockburn, 1983Cockburn, , 1985aCockburn, , 1985bCockburn, , 1992Cockburn & Fürst-Dilic, 1994;Cockburn & Ormrod, 1993;Faulkner, 2000Faulkner, , 2001Faulkner, , 2004Hacker, 1981Hacker, , 1989Hacker, , 1990Lagesen, 2007;Moll & Shade, 2001van Zoonen, 2002;Wajcman, 1991Wajcman, , 1999Wajcman, , 2000Wajcman, , 2006Wajcman & MacKenzie, 1999), as well as on recent studies on the digital gender gap and inclusion initiatives, such as that associated with the European SIGIS project (Lie & Sørensen, 2003;MacKeogh & Preston, 2003;Oudshoorn, Rommes, & van Slooten, 2004). The results support the premise of two-way (technology and gender) mutual shaping and, in doing so, rise to the call from Lagesen (2012) for more research on "explor [ing] what different ways of relating to technologies may mean for the doing of gender" (p. 447).…”

Section: The Setting and The Study: New Brunswick's Cap And Its Actorsmentioning

confidence: 99%

Computer Users Do Gender

Leach

Turner

2015

Sage Open

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The so-called “digital gender divide” has encouraged studies attempting to demonstrate the co-production of gender and information technology. Vivian Lagesen has criticized many of these attempts for failing to provide fully symmetrical accounts. Here we describe and analyze beliefs and practices concerning computers, gender, and technology evinced by managers in a network of public sites (Community Access Centers) created to provide community access to digital technology in the Canadian province of New Brunswick. From those results, we argue, among other conclusions, that distinguishing more carefully between the gendered uses of new technologies and the gendered forms of attraction associated with them produces a more fully realized and more perfectly symmetric understanding of how gender and communications technologies are co-produced. We show that the concepts of actor-network theory facilitate that analysis, and so interpret the study as supporting and extending Lagesen’s program.

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“…Demgegenüber brauchen relativ wenige Frauen den Computer auch zu Unterhaltungszwecken. Ähnliche Resultate wurden von einem Forschungsteam der Sozialwissenschaftlichen Fakultät der Universität Löwen (Belgien) gefunden(Broos & Roe, 2002). Sie zeigen, dass Frauen generell eine negativere Einstellung gegenüber Computern haben als Männer.…”

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IKT bei Freiburger Lehrpersonen: Informatikkenntnisse und Integrationsstufe

Schumacher,

Coen

2012

BzL

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In diesem Beitrag werden die Ergebnisse einer Studie der Pädagogischen Hochschule Freiburg vorgestellt. Untersucht wurden die Informatikkenntnisse sowie die Verwendung von IKT im Unterrichtskontext bei Freiburger Lehrpersonen vom Kindergarten bis zur Sekundarstufe II. In einem ersten Schritt wird die Bedeutung der IKT-Integration als innovative Praxis dargelegt, ein Integrationsmodell vorgestellt sowie der Begriff der Informatikkenntnisse (alphabétisation informatique) erläutert. Im zweiten Teil werden die Messinstrumente sowie die wesentlichen Ergebnisse präsentiert. Abschliessend werden einige Überlegungen und Vorschläge zur Aus- und Weiterbildung von Lehrpersonen in Bezug auf die IKT-Integration dargelegt.

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Marginality in the information age: Is the gender gap really diminishing?

Cited by 6 publications

References 22 publications

Innovative and Technology-Enhanced Learning Approaches for Older Adults

Innovative and Technology-Enhanced Learning Approaches for Older Adults

Computer Users Do Gender

IKT bei Freiburger Lehrpersonen: Informatikkenntnisse und Integrationsstufe

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