GENDER DIFFERENCES PERSIST YET FEMALES THRIVE IN A LEGO/LOGO
Molly Finn, Emily Lynch, Sally Beisser, Drake University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Gender disparity exists in many educational environments despite conscientious attempts to equalize opportunities and outcomes. Research studies indicate females are less likely to effectively engage in the use of technology for problem solving. However, in a two-year study of a Midwest elementary multiage classroom, researchers studied computer-using activity of grade 1-5 students using LEGO/LOGO technologies. Through observational time sampling of female and male student learning, observation of classroom teachers, and a student survey, research findings suggest females demonstrate significant gains in self-efficacy using computer technology. Noteworthy progress includes areas such as females solving problems without asking for help, self-reported competency, and future intentions to use computers. Interestingly, engendered perceptions held by the male students persist, yet female self-efficacy was shown to increase.
Finn, M., Lynch, E. & Beisser, S. (2003). GENDER DIFFERENCES PERSIST YET FEMALES THRIVE IN A LEGO/LOGO. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 572-575). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).