TY - JOUR
T1 - Gender inclusiveness in educational technology and experiences of girls and boys
AU - Heemskerk, I.
AU - ten Dam, G.
AU - Volman, M.L.L.
AU - Admiraal, W.
PY - 2009
Y1 - 2009
N2 - The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers’ pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results. However, the question remains whether these motivating effects are equal for all students. Although the gender gap in the use of ICT and knowledge about it has diminished, there are still indications that the use of technology in education affects girls and boys differently. The present empirical study focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools. © 2009 Taylor & Francis Group, LLC. All rights reserved.
AB - The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers’ pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results. However, the question remains whether these motivating effects are equal for all students. Although the gender gap in the use of ICT and knowledge about it has diminished, there are still indications that the use of technology in education affects girls and boys differently. The present empirical study focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools. © 2009 Taylor & Francis Group, LLC. All rights reserved.
U2 - 10.1080/15391523.2009.10782531
DO - 10.1080/15391523.2009.10782531
M3 - Article
VL - 41
SP - 253
EP - 276
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
SN - 1539-1523
IS - 3
ER -