Gender Equity and Information Technology in Education: The Second Decade

By Monique Volman, E. van Eck. 2001

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New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education (2005, background): “Differences between pupils with different social-economic backgrounds are also mentioned in this respect but scarcely any research has been done on this (Sutton, 1991; Volman & Van Eck, 2001).”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “However, studies concerning teachers' gender and ICT use have cited female teachers' low levels of computer use due to their limited technology access, skill, and interest (Volman & van Eck, 2001).”
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh (2012, background): “The use of ICT offers powerful learning environments and can transform the learning and teaching process so that students can deal with knowledge in an active, self directed and constructive way (Volman & Van Eck, 2001; de Corte et al., 2003).”
Gender Differences in High‐school Students’ Views about Science (2006, background): “Males and females may experience the same classroom very differently, and females may prefer a more connected, rather than distanced, way of learning (Goldberger, Tarule, Clinchy, & Belenky, 1996 ), and focus on the group process more than on the subject matter itself, as seen, for example, in girl”