Gender and Technology Education

Niiranen, Sonja

doi:10.1007/978-3-319-38889-2_61-1

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Most reported available teaching and learning environments used for technology courses were conventional settings that might not have favoured female students (Amezdroz, 2010;Niiranen, 2017;Stannard, 2016). This might have contributed to maintaining gender disparity in technology education.…”

Section: Gender and Teaching/learning Environment In Tvetmentioning

confidence: 99%

The role of desktop virtual reality as an accessible and equitable strategy to improve career opportunities for women in technology

Onele

2022

Computer Assisted Learning

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Background The conventional classroom does not seem to adequately address the gender disparity in technology education. This could negatively affect the contributions of the female gender to national development. There was a need to advance a setting that enhances the participation of women in technology education. Aims This study evaluated desktop Virtual Reality (VR) to know whether it enhances equal academic achievement and learning interests of female and male students. Materials and Methods A toss of a coin was used to divide the six universities into two major groups; three universities were taught with ElectricVlab, while the other three universities were taught in the conventional classroom. Each of the six intact classes sat in clusters of five students and the whole class was taught the construction of an audio amplifier together using a demonstration method of teaching. A Vocational Interest scale and a researcher‐made achievement test with reliability coefficient=0.89 were used for data collection. Two‐way Analysis of Covariance (ANCOVA) was used to analyse means and test hypotheses at a 0.05 level of significance. Results The study found no significant difference between the mean achievement and interests of female and male students in the VR group. There was a significant interaction effect between gender and teaching environment. This study predicts that VR could bring women up to the same level of interest and achievement as men, but conventional classroom methods could not. Conclusions Curriculum planners should consider piloting virtual reality to enhance gender‐fair education, as it shows initial promise in the teaching of electronic technology education. Virtual reality for teaching and learning can be a part of postgraduate studies in universities, especially in academic fields where virtual reality has been found effective. This study may guide other studies and add to available literature.

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Section: Gender and Teaching/learning Environment In Tvetmentioning

confidence: 99%

The role of desktop virtual reality as an accessible and equitable strategy to improve career opportunities for women in technology

Onele

2022

Computer Assisted Learning

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“…Perhaps showing preservice teachers specific examples or facts could help. Beginning with the most concrete of examples, preservice teachers might study, for example, how gender relations tie into how modern science is created, taught, and practiced (Aronson & Laughter, 2016); how technology and computing becomes as masculine activity in content and construction (Bailey, 2017;Herman & Kirkup, 2017;Niiranen, 2017); or how even behavior management is constructed as a power-ed and gendered activity (Marshall, 2000;Ollis, 2017;White, 2016;Wun, 2016). Preservice teachers could then examine how girls are funneled toward domestic occupations, the same areas of home and family that have historically been considered not worthy of study (Traister, 2014;White, 2011).…”

Section: Stepping Stone 2: Preparing Teachers To Establish Transformative Pedagogymentioning

confidence: 99%

Integrating Feminist Theory, Pedagogy, and Praxis into Teacher Education

Roberts

2021

Sage Open

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This article discusses suggestions for integrating feminist epistemology, theory, pedagogy, and praxis even more intentionally into existing U.S. teacher education curricula. The premise is that in light of recent 21st century women’s empowerment movements, such ideas should be examined and integrated fully in justice-oriented teacher education programs. Supporting them with a review of the relevant literature, the author offers additions to existing frames within teacher education in U.S. programs. The author suggests emphasis on establishing authentic teacher voice through intentional pedagogy that incorporates feminism, through establishment of community, and through praxis and reflection. With these aspects firmly established in teacher education as essential to justice-oriented teacher education, the author advocates for counter-hegemonic conversations and storylines that encourage feminist voice and feminist praxis in teacher education.

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“…A recent study has proposed reasons behind the negative attitude of females to use of technology in teaching and learning such as culture and accessibility [26]. Researchers revealed that the culture of ICT in STEM education is not friendly to female [27] and it was observed that computer culture was traditionally associated with male [28]. These conceptions of female that the culture of using ICT in education is friendly to male more than female can describe why female have negative attitudes towards ICT.…”

Section: Introductionmentioning

confidence: 99%

Video-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location

Tugirinshuti

Mugabo²,

Banuza³

2022

IJERE

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<p class="Abstract">Educational literature is richly provided with research confirming the benefits of video-based multimedia (VBM) in education. So, understanding learners’ attitude about learning using video-based multimedia makes sense. A convergent parallel mixed methods research design was used to analyze and interpret learners’ attitudes in the context of learning astrophysics using video-based multimedia. The research involved 294 students (168 male and 126 female) of senior five (grade 11) who purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha=.87), a semi-structured interview, and class observation. Quantitative data were analyzed using descriptive statistics and t-test (P level of significance) while content analysis was employed to analyze qualitative data. The findings revealed that there is no significant difference between male and female attitudes towards the use of video-based multimedia in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results revealed some factors that affect learners’ attitudes towards learning astrophysics using video-based multimedia. Moreover, the findings recommend how the identified challenges could be alleviated not only in the Rwandan but in other science subjects worldwide. </p>

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Gender and Technology Education

Cited by 3 publications

References 28 publications

The role of desktop virtual reality as an accessible and equitable strategy to improve career opportunities for women in technology

The role of desktop virtual reality as an accessible and equitable strategy to improve career opportunities for women in technology

Integrating Feminist Theory, Pedagogy, and Praxis into Teacher Education

Video-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location

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