The effect of computer use on gender differences in attitudes to computers

Siann, Gerda; Macleod, Hamish; Glissov, Peter; Durndell, Alan

doi:10.1016/0360-1315(90)90058-f

Cited by 96 publications

(33 citation statements)

References 9 publications

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“…In contrast, the boys regarded group work as a distraction from their individual achievement. Similar attitudinal differences were noted by Siann et al [79]. Hoyles and Sutherland [60], provided some useful advice about the dangers of coming to quick and superficial conclusions about supposed gender differences on the basis of short term performance, since they can often be misleading.…”

Section: Social Interaction and Performance In Logosupporting

confidence: 59%

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Mindstorms or a storm in a teacup? A review of research with Logo

Yelland

1995

International Journal of Mathematical Education in Science and

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The computer programming language Logo, was developed by Papert with the worthy ideal that it would allow children to engage in learning with computers in an active and meaningful way. The most widely used aspect of Logo for elementary school children, is turtle graphics. Papert claimed that the potential of Logo as a learning environment challenges traditional views of learning and education and offers an illustration of how the turtle can be used as an object to think with. Research with children engaged turtle projects and tasks have abounded for more than a decade and have generated a considerable amount of discussion and controversy. This article reviews research with Logo from the early descriptive studies, the potential of Logo to act as a mathematical environment, to those that focused on the cognitive and social outcomes of using Logo with children. It highlights the conflicting nature of the results but suggests that the use of Logo may afford opportunities for children to explore mathematical ideas in a meaningful context and in doing so generate a more active exploration and understanding of concepts and processes inherent to the discipline.

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Section: Social Interaction and Performance In Logosupporting

confidence: 59%

“…The issue of gender and performance in the context of Logo has also been addressed in other studies [5,56,60,70,[76][77][78][79][80][81][82]. In interpreting the results of this research it is important to consider what the authors and we ourselves value in the educational context.…”

Section: Social Interaction and Performance In Logomentioning

confidence: 81%

Mindstorms or a storm in a teacup? A review of research with Logo

Yelland

1995

International Journal of Mathematical Education in Science and

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“…It is generally conceded that boys' attitudes and behaviors toward computers are more positive (Gürer and Camp 2002;Kadijevich 2000;Liao 2000;Sacks et al 1993Sacks et al -1994Shashaani and Khalili 2001;Siann et al 1990). In addition, Shashaani (1993) and Li and Kirkup (2007) have reported that self-confidence matters: Girls had less interest in learning about and using computers and reported feeling less confident around computers, even though they showed that they were as competent as males in using the computer.…”

Section: Literature Reviewmentioning

confidence: 96%

Different but similar: computer use patterns between young Korean males and females

Lim

Meier

2011

Education Tech Research Dev

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This study was developed to identify and describe new trends and gender differences in the use of computers and the Internet in South Korea. In this mixed-method study, both quantitative and qualitative techniques were used. Results indicated that both males and females used computers generally for four purposes: social networking, personal knowledge, formal learning, and entertainment. The study also found differences in preference between the sexes: Males liked playing multi-user online games, especially in internet cafés with friends, while females enjoyed social networking websites more. Although the patterns of computer use between males and females were ostensibly different, all participants used computers for fun and socializing. Therefore, more emphasis should be placed on understanding various uses and the implications of emerging differences. Also, consideration should be given to building learning environments that appeal to the computer preferences for both genders.

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“…The research design is modeled after an approach established by the International Association for the Evaluation of Educational Achievement (IEA) and now used in many nations. It was successfully employed in the IEA Computers in Education study involving more than 20 nations during 1985-1993(Pelgrum, Janssen Reinen, & Plomp, 1993 and produced most of the Likert-type items used in the current research. The IEA classifications of levels of study of information technology in education continue to be prominent in many research arenas (Knezek, Christensen, Miyashita, & Ropp, 2000).…”

Section: Methodsmentioning

confidence: 99%

“…Many past studies have reported that boys have more positive attitudes toward computers than girls, but most were carried out at the secondary school level (Collis, 1985a;Collis & Williams, 1987;Kay, 1992;Kirk, 1992;Siann, McCleod, Glissov, & Durndell, 1990;Wilder, Mackie, & Cooper, 1985). An international study spanning 1990-1993 found no significant differences in attitudes toward computers among first grade boys and girls in Japan, Mexico, or the United States-and no consistent differences in boys and girls through Grade 3 Knezek, Miyashita, & Sakamoto, 1995).…”

Section: Introductionmentioning

confidence: 99%