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Gender differences in computer and i...

Gebhardt, Eveline.

Gender differences in computer and information literacyan in-depth analysis of data from ICILS /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender differences in computer and information literacyby Eveline Gebhardt ... [et al.].
Reminder of title:	an in-depth analysis of data from ICILS /
other author:	Gebhardt, Eveline.
Published:	Cham :Springer International Publishing :2019.
Description:	xi, 73 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Computer literacySex differences.
Online resource:	https://doi.org/10.1007/978-3-030-26203-7
ISBN:	9783030262037$q(electronic bk.)

Gender differences in computer and information literacyan in-depth analysis of data from ICILS /
Gender differences in computer and information literacyan in-depth analysis of data from ICILS /[electronic resource] :by Eveline Gebhardt ... [et al.]. - Cham :Springer International Publishing :2019. - xi, 73 p. :ill., digital ;24 cm. - IEA research for education, a series of in-depth analyses based on data of the International Association for the Evaluation of Educational Achievement (IEA),v.82366-1631 ;. - IEA research for education, a series of in-depth analyses based on data of the International Association for the Evaluation of Educational Achievement (IEA) ;v.4..

1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students' Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References.

Open access.

This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students' use of, perceptions about, and proficiency in using computer technologies. Teachers' use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys' toys'; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students' computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA's International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.

ISBN: 9783030262037$q(electronic bk.)

Standard No.: 10.1007/978-3-030-26203-7doiSubjects--Corporate Names:

851996
International Computer and Information Literacy Study.
Subjects--Topical Terms:

851998
Computer literacy
--Sex differences.

LC Class. No.: QA76.9.C64 / G434 2019

Dewey Class. No.: 370.81

Gender differences in computer and information literacyan in-depth analysis of data from ICILS /
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505 0 $a 1. Introduction to Gender Differences in Computer and Information Literacy -- 2. Data and Methods Used for ICILS 2013 -- 3. Student Achievement and Beliefs Related to Computer Information Literacy -- 4. Students' Interest and Enjoyment In, and Patterns of Use of ICT -- 5. Teacher Gender and ICT -- 6. What have we learned about gender differences in ICT? -- References.
506 $a Open access.
520 $a This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students' use of, perceptions about, and proficiency in using computer technologies. Teachers' use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys' toys'; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students' computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA's International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
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