Download Free Gender Differences In Computer And Information Literacy Book in PDF and EPUB Free Download. You can read online Gender Differences In Computer And Information Literacy and write the review.

This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students use of, perceptions about, and proficiency in using computer technologies. Teachers use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys toys; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEAs International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
The authors explore the proposition that computers have the potential for creating inequity in classroom education and in who is encouraged to pursue the study of computer science itself. They outline some psychological factors that have contributed to the inequality regarding gender and computers.
"This two volume set includes 213 entries with over 4,700 references to additional works on gender and information technology"--Provided by publisher.
This monograph includes nine papers delivered at a National Educational Computing Conference (NECC) preconference workshop, and a previously unpublished paper on gender and attitudes. The papers, which are presented in four categories, are: (1) "Report on the Workshop: In Search of Gender Free Paradigms for Computer Science Education" (C. Dianne Martin); (2) "Understanding Gender Biases in Computer-Related Behavior: Are We Using the Wrong Metaphor?" (Robin Kay); (3) "Gender Differences in Human Computer Interaction" (Charles W. Huff, John H. Fleming, and Joel Cooper); (4) "Gender and Attitude Toward Computers" (James R. Aman); (5) "Female Students' Underachievement in Computer Science and Mathematics: Reasons and Recommendations" (Lesley S. Klein); (6) "Implications of the Computer Culture for Women of Color" (Carol Edwards); (7) "Strategies for Involving Girls in Computer Science" (Valerie Clark); (8) "A New Introduction to Computer Science" (Danielle R. Bernstein); (9) "Restructuring Departments for Equality" (Henry Etzkowitz, Carol Kemelgor, Michael Neuschatz, and Brian Uzzi); and (10) "Gender Equity--A Partial List of Resources" (Cindy Meyer Hanchey). An additional paper and report are appended: "Epistemological Pluralism: Styles and Voices within the Computer Culture" (Sherry Turkle and Seymour Papert); and "Becoming a Computer Scientist: A Report by the ACM Committee on the Status of Women in Computing Science" (Amy Pearl, Martha Pollack, Eve Riskin, Becky Thomas, Elizabeth Wolf, and Alice Wu). The gender equity resources listed include books, articles, and brochures; training modules; technical assistance modules; publications from the National Science Foundation; and organizations. (ALF)
Computer science faces a continuing crisis in the lack of females pursuing and succeeding in the field. Companies may suffer due to reduced product quality, students suffer because educators have failed to adjust to diverse populations, and future generations suffer due to a lack of role models and continued challenges in the environment. In this book, we draw on the latest research in sociology, psychology, and education to first identify why we should be striving for gender diversity (beyond social justice), refuting misconceptions about the differing potentials between females and males. We then provide a set of practical types (with brief motivations) for improving your work with undergraduates taking your courses. This is followed by in-depth discussion of the research behind the tips, presenting obstacles that females face in a number of areas. Finally, we provide tips for advising undergraduate independent projects or graduate students, supporting female faculty, and initiatives requiring action at the institutional level (department or above).
This open access book presents the assessment framework for IEA’s International Computer an Information Literacy Study (ICILS) 2018, which is designed to assess how well students are prepared for study, work and life in a digital world. The study measures international differences in students’ computer and information literacy (CIL): their ability to use computers to investigate, create, participate and communicate at home, at school, in the workplace and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS assessment framework articulates the basic structure of the study, providing a description of the field and the constructs to be measured. This book outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. Hypothesized relations between constructs provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other similar research, enabling the contents of this assessment framework to combine theory and practice in an explication of both the ‘what’ and the ‘how’ of ICILS.

Tech-savvy

American Association of University Women. Educational Foundation. Commission on Technology, Gender, and Teacher Education

Published: 2000

Total Pages: 108


Get eBook

Explores girls' attitudes to computers and computer technology and makes recommendations for improvements in girls' education in this area. Examines their reservations about the use of computers, investigates the concerns of teachers, and considers the gender aspects of educational software, computer games and the teaching of computer science. Looks at the incidence of women in computer-related careers.