Technology in the classroom: Burning the bridges to the gaps in gender-biased education?

Plumm, Karyn M.

doi:10.1016/j.compedu.2006.10.005

Cited by 48 publications

(29 citation statements)

References 50 publications

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“…In light of the ongoing discussions about gender gaps with respect to attitudes, experience, and skills in the context of ICT (Cooper, 2006;Plumm, 2008), it is of particular interest to identify potential gender differences in teachers' beliefs, as they may determine teachers' intention to use and the actual integration of ICT into classrooms differentially (Ong & Lai, 2006;Teo, 2014;Tondeur, Valcke, & van Braak, 2008). The body of existing research abounds with conflicting results on the gender differences with respect to computer self-efficacy, emphasizing the need for reconsidering the impact of gender on CSE (Sang et al, 2010;Teo, 2008).…”

Section: Gender Differences In Teachers' Computer Self-efficacymentioning

confidence: 99%

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Scherer

Siddiq

2015

Computers in Human Behavior

125

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Section: Gender Differences In Teachers' Computer Self-efficacymentioning

confidence: 99%

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Scherer

Siddiq

2015

Computers in Human Behavior

125

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“…We found that computer self-efficacy and value beliefs are likely to be shaped by the views that students hold of themselves, with the consequence that many students, especially females, are more likely to avoid technology-related careers (see also Plumm 2008). Parental and peer support for using computers can strengthen student motivation for computer-related activities, making such activities self-relevant during identity exploration (e.g., Leaper, Farkas, and Brown 2012).…”

Section: Discussionmentioning

confidence: 89%

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

et al. 2015

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This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age=18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded Byes^to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded Bno^or Bundecided^. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.

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“…Technology is considered as a fundamental part of the educational context since its debut in the early 1980s 21 .According to Goodman (2001), integrating technology into education might construct new kinds of learning contexts for learners and will, in fact, improve fundamental learning procedures. With technology becoming significant in education, gender characters, which are important in comprehending the use of technology in general, are even more vital in explaining educational usage of technology.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Augmented Reality on Vocabulary Acquisition in Iran

et al. 2017

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This is the published version of the paper.This version of the publication may differ from the final published version. This paper explores gender differences among the students that used augmented reality (AR) in Iranian secondary schools. Vocabulary learning is considered as basic in foreign language acquisition, and it has a great importance in Iranian language education. Participants of the study were both female and male students due to the fact Iranian schools are considered gender-based 1, 2 . The Iranian education system is not based on co-education, and for this reason male and female students attend different schools. The current study is based on experimental design, and data was collected using pre-test and post-test. The findings show that there are no differences in learning English vocabulary due to gender among the Iranian students who use the AR-based approach. Permanent repository link

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Technology in the classroom: Burning the bridges to the gaps in gender-biased education?

Cited by 48 publications

References 50 publications

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

The Impact of Augmented Reality on Vocabulary Acquisition in Iran

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