Gender and computer use : another area of inequity?

I.A.M. Janssen Reinen, T. Plomp

Research output: Contribution to conferencePaperAcademic

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Abstract

Data from the Computers in Education project (Comped) are used to study the state of the art with respect to gender and computer use in a number of countries. The Comped project of the International Association for the Evaluation of Educational Achievement (IEA), which was conducted in about 20 countries in 1989, involved over 70,000 students in 10 countries in 1992. A Functional Information Technology Test was given to students in the Comped study. Results indicate that the gender equity concerns of many educators, who fear computer use causes or preserves differences between male and female students, are well founded. Females know less about information technology, enjoy using computers less, and perceive more software problems than males. Sex of students is a factor with substantial influence on student achievement internationally. Possible causes for the differences and what might be done about them are outlined. One table and five figures illustrate the analyses. (Contains 10 references.) (SLD)
Original languageEnglish
Pages-
Number of pages13
Publication statusPublished - 4 Apr 1994
EventAERA Annual Meeting 1994: Learning Across Contexts: Work, School, and Play - New Orleans, LA, USA, New Orleans, United States
Duration: 4 Apr 19948 Apr 1994

Conference

ConferenceAERA Annual Meeting 1994
Abbreviated titleAERA
CountryUnited States
CityNew Orleans
Period4/04/948/04/94
OtherApril 4-8, 1994

Keywords

  • METIS-139507
  • IR-96173

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