Gender and Educational Technologies: Relational Frameworks for Learning Design

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Campbell, K. (2000). Gender and Educational Technologies: Relational Frameworks for Learning Design. Journal of Educational Multimedia and Hypermedia, 9(2), 131-149. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/8081.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 9, Issue 2, 2000
Association for the Advancement of Computing in Education (AACE)  Charlottesville, VA

More Information on JEMH

Author

Katy Campbell, University of Alberta, Canada

Abstract

Technology-based models of teaching and learning are re-ceiving both social and political attention in the post-second-ary sector. However, instructional design practices have, up to now, been rooted in a domain constructed in, and reflect-ing, androcentric values. In this paper the traditional, rational framework and outcomes-driven design of most computer-based educational applications is contrasted with the rela-tional knowing supported by new technologies such as com-puter- mediated conferencing. A set of heuristics is proposed to guide feminine learning design relative to the social con-struct of gender and technology.

Keywords

• Educational Technology
• Instructional Design
• Learning Outcomes

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