This study was developed to identify and describe new trends and gender differences in the use of computers and the Internet in South Korea. In this mixed-method study, both quantitative and qualitative techniques were used. Results indicated that both males and females used computers generally for four purposes: social networking, personal knowledge, formal learning, and entertainment. The study also found differences in preference between the sexes: Males liked playing multi-user online games, especially in internet cafés with friends, while females enjoyed social networking websites more. Although the patterns of computer use between males and females were ostensibly different, all participants used computers for fun and socializing. Therefore, more emphasis should be placed on understanding various uses and the implications of emerging differences. Also, consideration should be given to building learning environments that appeal to the computer preferences for both genders.
The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are consistent with larger school improvement themes. The data collected from numerous sources, including the university facilitators and the 100 New York teacher participants with whom they worked in 2003-2004, were analyzed to determine patterns related to the design and delivery of technology professional development. Three concrete themes emerged: the need to understand and address specific teacher concerns in the process of designing technology-integrated curriculum; the value of demonstrating technology's role in assessing student understanding; and the significance of engaging content experts to help teachers address content and pedagogical issues in the technology integration process. These themes inform the larger theoretical framework that underpins the work of the Center. Improving schools is challenging work. Fullan (2001) noted that in order to accomplish substantive school change we must address teachers' beliefs, classroom approaches, and use of materials. Addressing these three aspects of teacher change requires thoughtful, patient professional development and other supports. Moreover, changing schools requires an understanding of what changes are envisioned. If the educational community is interested in transforming schools from places that focus on the transmission of knowledge to places where students 395 Ó 2005, Baywood Publishing Co., Inc.
This paper is written in response to the original article "Designing for 21 st century learning online: A heuristic method to enable educator learning support roles" (Nacu et al. 2018). The article presents a guide for teacher interactions with students in networked technologies. It also serves as a guide for network designers who are concerned about the quality of online learning, and want more equitable access to systems that inspire young people "to pursue their interests and take ownership of their learning" (Nacu et al. 2018(Nacu et al. , p. 1029. During the Covid-19 pandemic, network platforms assumed a central role in the educational process. The article is a timely reminder of the importance of designing and implementing platforms that will address twenty-first century learning goals. This response to the Nacu et al. article reviews their research from a "theory of change" perspective. The authors in the original article present a heuristic that expands the online roles that educators currently use to support young people in building their knowledge. To realize the full potential of the heuristic, a more holistic approach is required, one that repositions online learning as a knowledge-building environment. A theory of change could identify the critical variables needed to help teachers and designers transition to a more comprehensive understanding of online learning. Unfortunately, heuristics by themselves do not prepare network designers or teachers to do this work. Future research can embed the heuristic in a broader, deeper effort to prepare teachers and designers to enact student-centered online learning environments.
Purpose -Focusing on gender as an aspect of diversity, the purpose of this paper is to review social studies research on technology, and suggest a new direction, with gender redefined from a gap to be eliminated to a difference to be explored. Design/methodology/approach -This paper is a literature review of research on gender, technology, and social studies from 1987 to 2007. Findings -Previously, men had more access and used more types of technology than women, but a shift to web-based computing eliminates some gender gaps. Women dominate online communication.Although "male" technology culture interferes with girls' self-efficacy in schools and potential computer careers, the new Web 2.0 "participatory culture" holds promise because it relies on collaboration and networking, two well documented female strengths.Research limitations/implications -The gap notion of gender is questionable because: technology culture has been constructed as male; and social studies education, where women greatly out number men, pays little attention to gender. Evidence suggests that girls and women use technology well when it serves their interests, which may not be the same as men's. Defining gender as difference helps researchers answer calls to integrate "21st century literacies" into future studies and put gender equity at the center of future technology policy. Originality/value -Very little has been written about gender as a facet of multicultural social studies education in its relation to social studies.
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