Beyond Technology's Promise

Giacquinta, Joseph B.; Bauer, Jo Anne; Levin, Jane E.

doi:10.1017/cbo9780511664038

Cited by 21 publications

(18 citation statements)

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“…1. Scratch enables female participation in the field of computer science and is labeled as a "promising practice" for increasing gender diversity in IT by The National Center for Women & Information Technology [13]. Furthermore, Scratch is employed as the major content in the introductory Computer Science course at Harvard, which results in a marked increase in the retention of female students [14].…”

Section: B Scratch and Gendermentioning

confidence: 99%

Gender Differences in Elementary School Students’ Game Design Preferences

Hsu¹

2013

IJIET

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Abstract-A visual programming environment, Scratch, is widely used by young students, and is reported to improve the participation of females in the field of computer science. The purpose of this study is to investigate gender differences among elementary school students' game design preferences. The participants in this study are eight 2nd graders, four boys and four girls, with few programming experiences. The experimental sessions are conducted for 8 weeks with one instructor facilitating students' game design. Each session lasts for two hours. As they are limited in their knowledge of programming, the participants are given model examples to work with. Gender differences in game design preferences are measured by examining student works. The results indicate that (1) girls are more interested in drawing, while boys are more interested in designing game interactions, (2) when it comes to character selection, girls are fond of drawing realistic characters while boys like to use Scratch built-in characters, (3) both boys and girls are interested in taking the challenges of the model examples, and (4) girls are more motivated to incorporate multimedia into their projects.

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Section: B Scratch and Gendermentioning

confidence: 99%

Gender Differences in Elementary School Students’ Game Design Preferences

Hsu¹

2013

IJIET

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“…Giacquinta, Bauer, and Levin (1993) found that male individuals have a tendency to think about computers as playful, recreational toys, whereas female users are more likely to view computers as a tool or a means to accomplish certain tasks. Those studies confirmed previous research that found many female users feel psychological discomfort when they use technology; as a result, more experience may not have had a critical impact on improving their attitudes toward computers (Colley & Comber, 2003).…”

Section: Gender Differences In Computer Usementioning

confidence: 99%

“…Similarly, Singh (2001) found that female individuals use computers as a tool for communication and specific activities, while male users are more interested in mastery of technology. The contrast between male and female approaches to computer usage was also explained in terms of male users favoring open-ended play, whereas female users are more likely to prefer repeated patterns they are familiar with and, therefore, where the outcome is already known (Giacquinta et al, 1993).…”

Section: Gender Differences In Computer Usementioning

confidence: 99%

Are Stereotypes Relative to Gender Usage Applicable to Virtual Worlds?

Choi

Chung²,

Kim

2012

International Journal of Human-Computer Interaction

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Common stereotypes of virtual game or community users are often portrayed as young and socially inept male addicts. Recent studies, however, defy many of the common prejudices about game or community users. As an extension of recent research, this study looks at gender differences in Virtual Worlds and finds that female users are actually a driving force behind the recent success of online communities. The study results indicate that female users more actively participate in social life, information seeking, and building activities in Virtual Worlds than their male counterparts. Similarly, female users have greater appreciation for the value of Virtual Worlds, although both male and female users recognize Virtual Worlds as a highly useful entertainment tool.

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“…Giacquinta et al (1993) found children to be highly dependent on parental help when using home computers for educational purposes. This area is as yet little-researched in comparison to classroom work around ICT, particularly with regard to bilingual families.…”

Section: The Potential Of Ict For Early Learningmentioning

confidence: 99%

Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange

Kenner¹,

Ruby²,

Jessel³

et al. 2008

Language and Education

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Intergenerational learning events around the computer: a site for linguistic and cultural exchangeThe computer is widely recognised as a cultural tool with the potential to enhance learning, and children are considered to develop ICT skills with particular facility. However, young children still require assistance in order to gain the maximum educational benefit. This study investigates how such assistance was given to 3-6 year olds by their grandparents, in Sylheti/Bengali-speaking families and monolingual English-speaking families living in East London. A multimodal analysis of videorecorded computer activities reveals the reciprocity of teaching and learning taking place between the generations. In each case, grandparents and grandchildren combined their resources in order to negotiate the activity, with adults usually providing knowledge of literacy and numeracy whilst children helped with computer skills. The intergenerational exchange was especially evident in Sylheti/Bengalispeaking families, where grandparents were less familiar with English or with the computer and operated bilingually with their grandchildren to co-construct learning. However, the support offered by grandparents was found to have common elements in all families, as they helped children to structure the learning event, maintain concentration and accomplish tasks relying on linguistic and cultural knowledge.

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Beyond Technology's Promise

Cited by 21 publications

References 0 publications

Gender Differences in Elementary School Students’ Game Design Preferences

Gender Differences in Elementary School Students’ Game Design Preferences

Are Stereotypes Relative to Gender Usage Applicable to Virtual Worlds?

Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange

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