Learning with Laptops: The impact of the ILP on gendered primary classrooms.
Laura Morris, Melbourne Grammar School (Grimwade), Australia
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Computers, an increasingly pertinent aspect of society, have been a constant within classroom environments as is the expectation of competency. Research has demonstrated however that gender inequalities exist when students use computers, causing genders to be significantly disadvantaged and disengaged. Conducted under a qualitative framework, this longitudinal case study explored gender differences in two diverse technological school environments, further examining the relationship between access, gender and student engagement. Data was collected from both students and their parents, and analysed using QSR. Although positive changes became evident, the gender differences evident in Stage 1 of the project did not diminish with the introduction of the ILP. Thus, a new model of Engagement – the Cognitive, the Volitional and the Emotional – was proposed. Each of these areas needs to be addressed in an ILP classroom in order to provide a successful program which minimises gender difference.
Morris, L. (2011). Learning with Laptops: The impact of the ILP on gendered primary classrooms. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1180-1191). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)