gender-inclusiveness of technology in educationuniversiteit van amsterdam instituut voor de...

Universiteit van Amsterdam

Instituut voor de lerarenopleiding

GENDER-INCLUSIVENESS OF TECHNOLOGY IN EDUCATION

Irma HeemskerkMonique VolmanWilfried AdmiraalGeert ten Dam



• First design of a bicycle

• Not really designed for ladies



Characteristics of toolsAppreciation of characteristics

Design of toolsTeacher actions

Students’ learning experiences

Our research



Content

• Non-sexist perspective

• Real-life context

• Different interests



Interface

• Representation

• Preferences

• Variety narrators/voices

• Variety of styles of music/sounds



Instructional Structuur

• Prior knowledge

• Learning strategies

• Learning activities

• Help

• Students’ input



Gender differences; girls>boys

1. Clear instructions

2. Easy to work with

3. Instructions stepwise

4. Clear helpfunction

5. Interesting subject

0

0,1

0,2

0,3

0,4

0,5

0,6

0,7

0,8

0,9

1

1 2 3 4 5

b

g



Gender differences; boys>girls

1. Competition

2. Images

0

0,1

0,2

0,3

0,4

0,5

0,6

1 2

b

g



Design of Tools

Tool Content

R 0-4

Interface

R 0-2

Instr.

R 0-5

Total

R 0-11

1 1 0 0 1

2 1 0 0 1

3 1 1 0 2

4 3 1 1 5

5 4 1 2 7

6 3 1 4 8

7 3 2 5 10



Teacher actions

Index Less inclusive tool More inclusive tool

- + - +

Content +1 +4

Interface -1

Instruct. -8 +9 -3 +19

Total -8 +10 -4 +23



Differences in learning

• Participation

• Cooperation

• Help



Different learning experiences

• Attitude

• Participation

• Learning effects



Gender sensitive tools

• Adequate support

• Understandable

• Easy to work with

• Choice of subjects

• Competition features

• Choice of images



Gender sensitive bicycles

gender-inclusiveness of technology in educationuniversiteit van amsterdam instituut voor de...

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