Technology in Learning: Narrowing
the Gender Gap?

Kaino, Luckson Muganyizi

doi:10.12973/ejmste/75348

Cited by 11 publications

(13 citation statements)

References 16 publications

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“…High anxiety in girls, as reported by Baloğlu and Çevik (2008), Kaino (2008), Adebowale et al (2009), andKubiatko et al (2011), and girls' low self-confidence, as reported by Volman and Van Eck (2001), Ogan et al (2005), or Christoph et al (2015), may contribute to a low achievement of digitals skills. On the other hand, enjoyment seems to be similar for both genders, according to Ogan et al (2005), Fančovičová and Prokop (2008), Kaino (2008), Teo (2008), and Adebowale et al (2009) but higher in girls than in boys at early ages (Kubiatko et al, 2011). We believe it is relevant to know whether this is also the situation of the Catalan students at the beginning of secondary education or not and to consider taking advantage of this enjoyment to develop more entertaining and effective ICT activities.…”

Section: Figure 1 Percentage Of Females (In Dark Grey) and Males (Inmentioning

confidence: 89%

“…The level of enjoyment has been widely reported as being similar for boys and girls (Adebowale et al, 2009;Fančovičová & Prokop, 2008;Kaino, 2008;Ogan et al, 2005;Teo, 2008). However, some authors point at higher levels of enjoyment in boys than in girls (Fraillon et al, 2014).…”

Section: Attitudes and Self-efficacymentioning

confidence: 94%

“…Some examples of quantitative studies include Kubiatko (2013), Kaino (2008), Fraillon et al (2014), Christoph et al (2015) and OECD (2015a). In order to address the gap of evidence on gender differences in early ages in Catalonia and to allow a meaningful discussion with existing evidence worldwide, we decided to follow a quantitative approach, in which we carried out a quantitative, observational, cross-sectional, school-based study in a random sample of public schools in Catalonia.…”

Section: Methodsmentioning

confidence: 99%

“…For example, we did not find remarkable differences in anxiety between boys and girls. Although another study pointed in the same direction (Teo, 2008), most of the studies suggest gender differences (Adebowale et al, 2009;Baloğlu & Çevik, 2008;Durndell & Haag, 2002;Kaino, 2008;Kubiatko et al, 2011;Shasshaani, 1993).…”

Section: Attitudes In the Use Of Ictmentioning

confidence: 96%

“…Some of them (Teo, 2008) found no differences between boys and girls, while others (Adebowale et al, 2009;Baloğlu & Çevik, 2008;Kaino 2008;Kubiatko, Haláková, Nagyová, & Nagy, 2011) report higher anxiety in girls as compared with boys.…”

Section: Attitudes and Self-efficacymentioning

confidence: 96%

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Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.

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Section: Figure 1 Percentage Of Females (In Dark Grey) and Males (Inmentioning

confidence: 89%

Section: Attitudes and Self-efficacymentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Attitudes In the Use Of Ictmentioning

confidence: 96%

Section: Attitudes and Self-efficacymentioning

confidence: 96%

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Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: A systematic review

2018

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There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students' performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Feldfunktion geändertTaking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included.The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment.There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well.

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Killing two birds with one stone: establishing professional communication among teachers

Seferoğlu

2010

Procedia - Social and Behavioral Sciences

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Technology in Learning: Narrowing the Gender Gap?

Cited by 11 publications

References 16 publications

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: A systematic review

Killing two birds with one stone: establishing professional communication among teachers

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