Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings
| dc.contributor.author | Brown, Cheryl | |
| dc.contributor.author | Czerniewicz, Laura | |
| dc.date | 2009-01-20 | |
| dc.date.accessioned | 2017-07-05T10:57:38Z | |
| dc.date.available | 2017-07-05T10:57:38Z | |
| dc.date.issued | 2017-07-05 | |
| dc.description.abstract | This paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007, and explores a theoretical lens for taking the work further. We report on the differences between male and females students' access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students' practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings and to better focus the qualitative phase of the research currently being undertaken as a result of the findings reported on in this paper, we explore four different theoretical perspectives: Bourdieu's notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu's notion of habitus as our theoretical focus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained. | en_ZA |
| dc.identifier.apacitation | Brown, C., & Czerniewicz, L. (2017). <i>Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings</i>. Toronto, Canada, ICEL. http://hdl.handle.net/11427/24694 | en_ZA |
| dc.identifier.chicagocitation | Brown, Cheryl, and Laura Czerniewicz. "Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings." 2009-01-20, Toronto, Canada. ICEL. http://hdl.handle.net/11427/24694. | en_ZA |
| dc.identifier.citation | Brown, C., Czerniewicz, L. 2017-07-05. Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings. 4th International Conference on e-Learning. University of Cape Town. | en_ZA |
| dc.identifier.ris | TY - Conference Paper AU - Brown, Cheryl AU - Czerniewicz, Laura AB - This paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007, and explores a theoretical lens for taking the work further. We report on the differences between male and females students' access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students' practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings and to better focus the qualitative phase of the research currently being undertaken as a result of the findings reported on in this paper, we explore four different theoretical perspectives: Bourdieu's notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu's notion of habitus as our theoretical focus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained. CY - Toronto, Canada DA - 2017-07-05 DB - OpenUCT DP - University of Cape Town KW - gender in education KW - student agency KW - ICTs in education LK - https://open.uct.ac.za PB - University of Cape Town PP - Toronto, Canada PY - 2017 T1 - Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings TI - Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings UR - http://hdl.handle.net/11427/24694 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/24694 | |
| dc.identifier.vancouvercitation | Brown C, Czerniewicz L, Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings. ; 2009-01-20; Toronto, Canada. ICEL; 2017. http://hdl.handle.net/11427/24694 . | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | ICEL | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Toronto, Canada | en_ZA |
| dc.relation.ispartofseries | 4th International Conference on e-Learning | en_ZA |
| dc.subject | gender in education | en_ZA |
| dc.subject | student agency | en_ZA |
| dc.subject | ICTs in education | en_ZA |
| dc.title | Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings | en_ZA |
| dc.type | Conference Paper | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Conference paper | en_ZA |