Relationship between gender identity,perceived social support for using computers,and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.     

iSpy: seeing what students really do online

Numerous studies have shown that college students use computers, the internet, and social networking websites (SNS) at high rates; however, all of these studies have relied on self-report measures of technology use. Research in other areas of human behavior has shown that self-report measures are considerably inaccurate when compared to actual behaviors. This study produces more effective estimates of the time that college students spend on computer and internet activities by using logging software to collect data on actual use. A sample of 45 students installed a computer monitor for two months. The results show that social networking was the most popular computer activity, with Facebook being the most popular SNS. Furthermore, the results also suggest that students may be able to somewhat regulate their computer use in ways that could benefit them academically. For instance, students spent significantly more time using the university's learning management system when classes were in session and less time watching videos. Although there are some limitations of monitoring computer usage, such monitoring is an effective method of evaluating frequency of use.     

Cross‐cultural Comparison of Gender Differences in Attitude towards Computers in Japan and Sweden[1]

With the introduction and use of computers in schools, the study of gender differences in attitude towards computers becomes of particular interest. This article concerns the interaction of gender, culture and attitude in computers among Japanese and Swedish ninth‐grade school students. One of the major findings of this study is that most of the differences between the two countries are best explained by the country and the student gender variables. Accordingly, the culture and the society one lives in appears to be of greater importance in determining one's attitudes towards computers more than does, for example, the possession of a computer. The overall country effects are influenced more by the females in both countries than by males.

     

Gender Differences in Computer-related Control Beliefs and Home Computer Use

This study explores gender differences in home computer use and control beliefs relative to being able to use computers. Perceived control of computer usage was measured in 152 Grade 8 Norwegian students. One group of students ( n = 58) had no computer training and did not use computers at school. In this group, males were found to have greater perceived control of the computer as well as greater confidence in own success, compared with females. Another group of students ( n = 94) had computer training in school. No gender differences were found in this group. The results are discussed in terms of sex stereotypes and the impact of computer training.     

An investigation into students' use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning

Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.     

Attitudes Toward Computers of Gifted Students and their Teachers

One of the prerequisites for acceptance and implementation of computers in an educational system is a positive attitude of both teachers and students toward their use. This research, therefore, focuses on differences in attitudes toward computers between male and female teachers, female and male gifted students, and teachers and gifted students. Samples consisted of 217 gifted students (115 males and 102 females) and 125 teachers (30 males and 95 females) in the Amman Educational District, Jordan. Computer attitudes were measured by means of the Attitudes of Both Teachers and Students Toward Computers Questionnaire, and compared statistically to variables such as performance in mathematics, IQ, gender, teachers’ experience in teaching and computing, and teachers’ training. Results showed that participants are generally positive towards computers, and there were no significant differences in attitude between gifted students and teachers or between males and females. Attitudes towards computers, however, may be predicted by performance in mathematics and by IQ scores.     

Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept

Several researchers have suggested that the computer holds much promise as a tool for science teachers for use in their classrooms (Bork, 1979, Lunetta & Hofstein, 1981). It also has been said that there needs to be more research in determining the effectiveness of computer software (Tinker, 1983). This study compared the effectiveness of microcomputer simulated experiences with that of parallel instruction involving hands-on laboratory experiences for teaching the concept of volume displacement to junior high school students. This study also assessed the differential effect on students' understanding of the volume displacement concept using sex of the students as another independent variable. In addition, it compared the degree of retention, after 45 days, of both treatment groups. It was found that computer simulated experiences were as effective as hands-on laboratory experiences, and that males, having had hands-on laboratory experiences, performed better on the posttest than females having had the hands-on laboratory experiences. There were no significant differences in performance when comparing males with females using the computer simulation in the learning of the displacement concept. This study also showed that there were no significant differences in the retention levels when the retention scores of the computer simulation groups were compared to those that had the hands-on laboratory experiences. However, an ANOVA of the retention test scores revealed that males in both treatment conditions retained knowledge of volume displacement better than females.     

Implications of social network sites for teaching and learning. Where we are and where we want to go

This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers’ professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers’ professional training and development. The study also provides some implications for policy and practice.     

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Gender differences in computer-related attitudes have been reported in school children of all ages. Females express more negative attitudes than males when asked to explicitly endorse attitude statements. This gender difference may be compounded by females expressing attitudes consistent with their psychological gender. This study uses an art-based methodology to assess the computer-related attitudes of 395 primary school children (aged 5 to 11). A significant difference occurs in the gender drawn by the children. Whilst 30% of females draw males, only 4% of males draw females. Additionally, older females draw proportionally less smiling faces. These results are consistent with more traditional assessments of attitude which indicate that females’ attitudes towards computers become more negative as they progress through the educational system. The art-based methodology also identified similar proportions of females holding negative attitudes as do more traditional assessments, suggesting ecological validity for the gender differences in computer attitudes. The implications for computer-related education are discussed.     

Sex differences in science museum exhibit attraction

This study examines the relative attraction of hands-on, interactive science museum exhibits for females and males. Studies have demonstrated that such exhibits can be effective learning experiences for children, with both academic and affective benefits. Other studies have shown that girls and boys do not always experience the same science-related educational opportunities and that, even when they do, they do not necessarily receive the same benefits from them. These early differences can lead to more serious educational and professional disparities later in life. As interactive museum exhibits represent a science experience that is-readily available to both girls and boys, the question arose as to whether they were being used similarly by the two groups as well as by adult women and men. It was found that both girls and boys used all types of exhibits, but that girls were more likely than boys to use puzzles and exhibits focusing on the human body; boys were more likely than girls to use computers and exhibits illustrating physical science principles. However, this was less true of children accompanied by adults (parents) than it was of unaccompanied children on school field trips who roamed the museum more freely.     

Conceptions or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom

Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about.     

Computer-mediated communication and teacher education: some observations from the implementation of TeleNex

This paper outlines some of the reasons for the use of computer networking for teacher education and professional development, and discusses why networking can be used to support teacher education and development. A review of the literature suggests that among other reasons, networking is particularly conducive to teacher development because: (a) it helps break down teacher isolation and build a supportive learning community, (b) it serves as an agent of change, and (c) it helps disseminate educational materials and resources. The computer network recently developed specifically for secondary English teachers in Hong Kong, the TeleNex, is reported in this paper to highlight some of the factors that should be considered in the design and implementation of networks for teacher development. Preliminary observations suggest that these teachers are on their way to using this new technology to build and own their own electronic learning community.     

Gender-related differences in exposure to and use of computers: Results of a survey of secondary school students

A number of empirical studies on the use of computers reveals gender-related differences, with women and girls showing more negative feelings toward modern computer technology. Within the scope of an evaluation study of the pilot project “CULAS” (Computer Assisted Learning in Secondary Schools in Rhineland-Palatinate) the data of over 1000 students from grades 5 to 10 were analyzed with special focus on gender-related differences. The results of this study provide information on the following aspects: frequency and duration of computer use, computer experiences, computer interests, attitudes toward computers, emotional responses while working with computers, and locus of control. On a whole the results support the assumption of gender-related differences in exposure to and use of computers. However, these findings also indicate that this assumption may not hold true in a general sense, and that future studies must examine gender-related differences with more sophisticated methods.     

中医院校低年级学生对英语学习网络化的态度和对策研究——以北京中医药大学为例

为了提出促进中医院校学生适应英语学习和考试网络化的对策,以北京中医药大学为例,研究中医院校低年级学生对英语学习网络化的态度,通过问卷调查的方法了解一、二年级学生的计算机使用背景以及对于四级机考和英语网络教学的态度。结果显示,大学一、二年级学生的共性包括:计算机和网络使用情况一般,普遍不习惯使用计算机学习英语;担心四级由笔试改为机考,欢迎课上进行机考练习;赞成教师偶尔使用网络教授英语。大学一、二年级学生的差异包括:大二学生的计算机能力、使用计算机学习英语的频率、对四级笔试的了解程度和对机考的担心都普遍高于大一学生,大一学生比大二学生希望有更多的时间用于英语网络学习。从而得出结论,促进中医院校学生适应英语学习和考试网络化的对策是,改善中医院校网络学习环境、设计贴近机考题型的多媒体教学课件和采取针对机考的互补型教学模式。     

The relationship between environmental factors and usage behaviors at ‘Hole-in-the-wall’ computers

This paper gathers and analyzes self-reported user behavior data for public computers installed in varied neighborhoods in India to explore the relationship between environmental factors such as urbanicity and reported usage behaviors. There is evidence of large differences in usage behavior between urban and non-urban sites. Children at urban sites fit a profile of dedicated and independent kiosk-goers, while rural children are more likely to use the computers in groups. Total overall computer usage, however, appears similar in both environments. The sites used for the study have other important characteristics, such as proximity to a school complex, which could have large mitigating effects on the measured behaviors. Further study could yield other interesting and more generalizable results. This study provides insight into children's behavior patterns at free-access ‘Hole-in-the-Wall’ computers as well as offers exploratory findings for the designers of free-access computers in developing nations where alternative educational development via technology could be implemented.     

Project Comptown: educational intervention and action research

The introduction of computers into education raises questions such as: are computers in education effective? If they are, in what sense? What are the most effective strategies for using computers in education? How should teachers be encouraged to use them?
To answer these questions a large-scale experiment (Project Comptown) was carried out in Israel, to test ways and means under real rather than laboratory conditions. This project is a research-oriented educational intervention, applying massive computerisation of schools and their 'close environment' to two localities in Israel (Arad and Ashkelon). Our starting point was the premise that computerisation of education is an inevitable process. Consequently, turning the computer into a 'cultural tool' in schools becomes a major challenge, aiming to narrow the gap between 'school culture' and 'real-world culture'. The main objectives for Project Comptown are: [1] To create a computer culture in schools; [2] To use the computer's potential for innovative teaching and learning, both inside and outside schools. To achieve these, we identified a number of principles which we considered pre-conditions for an 'appropriate' computer strategy in schools.     

Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom

The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.     

ATTITUDES OF OLDER ADULTS TOWARD A COMPUTER TRAINING PROGRAM

Many older adult have an interest in learning to use computers. The study reported in this article examined whether older adults' attitudes toward computers can be influenced by direct, customized computer training. Thirty older participants who registered for introductory computer courses offered at a SeniorNet computer lab completed the Attitudes Toward Computers Questionnaire (ATCQ) before and after class participation. Attitudes were assessed on seven dimensions. There was borderline statistical significance for the “comfort” attitude dimension, which assesses the respondent's feeling of comfort with the computer and its use. No significant differences were found for the remaining six attitude dimensions. The results underscore the importance of the intervention design in eliciting attitude change. Based upon the findings of this research, several actions have taken place to increase comfort and efficacy and to control attitudinal dimensions, thereby providing more meaningful experiences for the participants.     

Influences of social learning on mate-choice decisions

Evidence from both field and laboratory is consistent with the hypothesis that animals can acquire mate preferences by observing the mating behavior of others. It is difficult, however, to distinguish social learning about mates from a host of other social effects on mating that do not produce changes in preferences. Examples are drawn from laboratory studies on mate choice in female and male Japanese quail that illustrate ways in which social cues influence mating decisions. Quail of both sexes use social cues to modify their mate choices, but the sexes use the information to serve different purposes. Female quail gain preferences for males seen mating with other females, whereas males avoid females that they had observed mating with other males. This sex difference in social learning provides an example of how costs and benefits of sexual behavior can shape decision-making processes. Implications of the influence of social learning on sexual selection are briefly discussed.