Abstract

This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, and achieve differently than male students in technology enhanced science classrooms? and, (2) If not, why not? Empirical evidence collected over seven years includes: classroom observations, student interviews and questionaires, classroom achievement records, and journal entries; Findings from the study illustrate that sound pedagogical practices and social organization in technology enhanced secondary science classrooms can promote a gender inclusive experience, where women and men participate and perform equally well. Methodologically, the study also illustrates how a consideration of the complexity of classroom environments contributes to rich contextual understanding of the interplay of technology, teaching, and learning.

Citation

Mayer-Smith, J., Pedretti, E. & Woodrow, J. (2000). Closing of the gender gap in technology enriched science education: a case study. Computers & Education, 35(1), 51-63. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/90608/.

Keywords

• academic achievement
• case studies
• Classroom Environment
• classroom practice
• educational technology
• gender
• Gender Issues
• instructional design
• science
• Secondary School Science
• Social Influences
• student attitudes
• teaching
• technology