Gender Inclusiveness in Educational Technology and Learning Experiences of Girls and Boys
A research article investigating the gender-inclusivity, and outcomes of educational technology.
The following article focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools.
Irma Heemskerk, Geert ten Dam, Monique Volman, Wilfried Admiraal (authors)
University of Amsterdam website: https://dare.uva.nl/search?identifier=5fd4cc73-2525-4d2f-a6c7-3b362a3bcbc2
Journal of Research on Technology in Education
Free to use only for educational purposes