The effects of age, gender and computer experience upon computer attitudes

Comber, Chris; Colley, Ann; Hargreaves, David J.; Dorn, Lisa

doi:10.1080/0013188970390201

Cited by 197 publications

(124 citation statements)

References 13 publications

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“…Hung and Hsu (2007) contended that old-aged and senior teachers with substantial teaching experience generally exhibited a less positive attitude toward computers, especially when compared with the findings of Comber, Colley, Hargreaves, and Dorn (1997), indicating that young-aged or novice teachers exhibited a more positive attitude toward technology; their frequency in using computers were also higher than that of senior teachers.…”

Section: Ability Of Senior Teachers To Integrate Technology Into Instmentioning

confidence: 99%

A Senior Teacher’s Implementation of Technology Integration

Tsai¹

2015

IES

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This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology teacher with 17 years of instructional experience. A qualitative method involving semistructured interviews and classroom observation of 4 conducted lessons was used to explore the teacher's implementation of technology integration. The analytical results showed that the teacher's perspectives on technology integration ranged from "technology as a tool for teaching" to "technology as a learning activator." Moreover, external factors such as poor technology management affected the teacher's implementation of technology integration. In addition, the teacher developed a technological-pedagogical-content-knowledge base, building on current pedagogical content knowledge. The findings of this study enhance the general understanding of the development and implementation of senior teachers regarding technology integration, as well as the integration of subject content and pedagogical knowledge in teaching.

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Section: Ability Of Senior Teachers To Integrate Technology Into Instmentioning

confidence: 99%

A Senior Teacher’s Implementation of Technology Integration

Tsai¹

2015

IES

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“…Gender differences are also greater among older students (Comber et al, 1997;Durndell et al, 1995). However, given the design of the research, it is often not possible to ascertain whether such results are the effects of age or are cohort effects.…”

Section: Student Attitudesmentioning

confidence: 99%

“…There are indications, however, that this is changing. Comber et al (1997) found that in the older age group in their research, the boys used the computer at school more than the girls but that such a difference did not exist in the younger students (aged 11 and 12). A long-term study in the United States (Rocheleau, 1995) showed that the initial significant difference in computer use by girls and boys in the highest classes of primary education gradually diminished until it was no longer significant in 1992.…”

Section: Accessmentioning

confidence: 99%

Gender Equity and Information Technology in Education: The Second Decade

Volman¹,

Eck²

2001

Review of Educational Research

268

163

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This article presents a review on gender differences and information and communication technology (ICT) in primary and secondary education. First the rapid development of the use of ICT in education is outlined. Then the topics of access to computers, computer-related learning processes, and educational outcomes are discussed. The review also provides insight into the background of gender differences in participation in computer activities and performance in relation to ICT. The research reviewed focused on the role of teachers and fellow classmates, on the different approaches of girls and boys to ICT, and on the preferences of girls regarding the structure and design of software. The research also analyzed the complex meaning of computer attitudes as both a cause and a consequence of differences in the participation and performance of girls and boys. The extent and nature of these differences vary from application to application.

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“…In addition, the present study found that significantly more female teenagers preferred a paper medium for their reading comprehension tests to an LCD medium than did male teenagers. Previous research reporting a gender gap in computer use has suggested that females have more negative attitudes towards computers than do males (Chen, 1987;Clarke, 1990;Bannert & Arbinger, 1996;Comber, Colley, Hargreaves, & Dorn, 1997;Todman, 2000;Broos, 2005;Horne, 2007). Contrary to all expectations that gender differences would disappear over time with an increase in familiarity of females with computers, these differences have been repeatedly reported in many research studies over the last few decades.…”

Section: Discussionmentioning

confidence: 48%

Reading from an LCD monitor versus paper: Teenagers’ reading performance

Kim¹,

Kim²

2013

IJRSET

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The purpose of the study was to examine differences in reading performance when an electronic test format with a scrolling text mode on a LCD monitor and a traditional paper test format were used to present reading tests to teenagers who belong to Generation Z. In this study, participants were 108 high school students who each read two different reading passages, one from paper and the other from an LCD monitor. The results show that teenagers' reading performance is affected by a presentation medium. Teenagers scored significantly higher on the paper reading comprehension tests than on the electronic ones, with average scores of 76 and 61 respectively. In addition, teenagers took much longer time to read passages and answer questions on the electronic tests than the paper tests. The paper tests only took teenagers an average of 10 minutes, but the electronic tests took an average of 16 minutes to complete. Several other variables such as gender and presentation medium preference were also tested against the variables of reading performance. These findings have strong implications for educators and educational administrators.

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The effects of age, gender and computer experience upon computer attitudes

Cited by 197 publications

References 13 publications

A Senior Teacher’s Implementation of Technology Integration

A Senior Teacher’s Implementation of Technology Integration

Gender Equity and Information Technology in Education: The Second Decade

Reading from an LCD monitor versus paper: Teenagers’ reading performance

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