Middle School Students’ Technology Practices and Preferences: Re-Examining Gender Differences

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

SCHWEINGRUBER, H., BRANDENBURG, C.L. & MILLER, L.M. (2001). Middle School Students’ Technology Practices and Preferences: Re-Examining Gender Differences. Journal of Educational Multimedia and Hypermedia, 10(2), 125-140. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/9552.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 2, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Authors

HEIDI SCHWEINGRUBER, CHRISTINE L. BRANDENBURG, LESLIE M. MILLER, ,

Abstract

Previous research has suggested that a host of factors such as lack of role models, access, learning styles, social expecta-tions, and the absence of gender-sensitive computer games are, in part, responsible for differences in female representa-tion in technology fields. Recently, video game and software creators have turned their attention to the gender preferences that would increase access and spur participation in the tech-nological milieu among girls as well as boys. Additionally, the advent of the World Wide Web (WWW or Web) and its ever increasing presence in homes and schools of differing socio-economic levels has made a variety of functions (e-mail, chat, games, etc.) available to both genders. This article suggests that the gender gaps that once existed with regard to computer access, use, and perceived expertise are narrowing significantly. These findings are based upon survey data from 512 middle school students in three areas: (a) self-perception of computer skills and their acquisition; (b) exposure to tech-nology at home and at school; and (c) media style and content preferences. The conclusions suggest that the rapidity with which acculturation to the Web is taking place among Ameri-ca's youth may be responsible for less gender-biased technolo-gy outcomes in schools and, eventually, in the workforce.

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Gender Differences in Online Behaviors, Motivation and Attitudes
• Itching to Engage Pre-Service Teachers and Students in Activities That Will Help Them to Learn Math? – Try Scratch!
• Toward Technology Integration in the Schools: Why It Isn’t Happening
• Gender and Educational Technologies: Relational Frameworks for Learning Design
• Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction

Tags