Making sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings

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dc.contributor.authorBrown, Cheryl
dc.contributor.authorCzerniewicz, Laura
dc.date.accessioned2012-08-21T18:51:42Z
dc.date.available2012-08-21T18:51:42Z
dc.date.issued2012
dc.description.abstractRather than a digital divide, findings suggest a digital differentiation with growing and differing patterns of usage of ICTs for learning in male and female students. These differences appear to be context-dependent across particular types of activities and different language groups and more noticeable in the science disciplines. This suggests that gender and ICT use cannot be isolated and need to be considered in tandem with individuals’ “life histories” and specific clusters of circumstances. The paper also considers theoretical explanations for the findings that are presented and suggests that Bourdieu’s notion of ‘habitus’ is especially useful.en
dc.formatTexten
dc.format.extent1 digital file (9 p.)en
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10625/50172
dc.language.isoen
dc.subjectGENDER ANALYSISen
dc.subjectSOUTH AFRICAen
dc.subjectICT ACCESS AND USAGEen
dc.subjectWOMEN'S EMPOWERMENTen
dc.subjectDIGITAL DIVIDEen
dc.subjectGENDER MAINSTREAMINGen
dc.subjectHIGHER EDUCATIONen
dc.subjectSOUTH OF SAHARAen
dc.titleMaking sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findingsen
dc.typeWorking Paperen
idrc.dspace.accessIDRC Onlyen
idrc.project.number105267
idrc.project.titleICT Access and Usage in Higher Education in South Africaen
idrc.rims.adhocgroupIDRC SUPPORTEDen

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