"An examination of gender differences in elementary constructionist classrooms using Lego/Logo instruction"

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Beisser, Sally R.
dc.date.accessioned 2006-09-12T19:08:26Z
dc.date.available 2006-09-12T19:08:26Z
dc.date.issued 2006-01
dc.identifier.citation Computers in the Schools, Volume 22, Issue 3-4, 11 January 2006, Pages 7-19 en
dc.identifier.issn 0738-0569
dc.identifier.other DOI: 10.1300/J025v22n03_02
dc.identifier.uri http://hdl.handle.net/2092/411
dc.description Sally R. Beisser is an Associate Professor of Education in the Teaching and Learning Department of the School of Education at Drake University. She can be contacted at: sally.beisser@drake.edu en
dc.description.abstract 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 multi-age classroom, researchers studied computer-using activity of grade 1-5 students using Lego/ Logo technologies. Teachers put in practice learning strategies that encouraged both sexes to engage in computer-oriented problem solving. Through an experimental design, observation, and teacher assessment, the results suggest that, in practice, females demonstrate significant gains in self-efficacy using computer technology in this computer- rich classroom and report positive perceptions of self. Girls report more positive assessments of female technological competence and current computer use while boys do not waver from a belief in male technological superiority. Observation and teacher assessment indicate females are solving problems without asking for help. Furthermore, girls suggest that males are not more technologically savvy than they are. Girls also indicate that boys were not more likely to be adult computer users. On the other hand, boys report only a slight shift in their gendered beliefs. © 2005 by The Haworth Press, Inc. All rights reserved. en
dc.format.extent 91872 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Haworth Press, Inc. en
dc.subject Computer and female competence. en
dc.subject Effective stategies of computer using teacher. en
dc.subject Lego/Logo technologies. en
dc.subject Problem solving--Study and teaching (Elementary) en
dc.subject Constructivism (Education) en
dc.subject Educational technology. en
dc.subject Educational innovations. en
dc.subject Teaching. en
dc.title "An examination of gender differences in elementary constructionist classrooms using Lego/Logo instruction" en
dc.type Article en

Files in this item

This item appears in the following Collection(s)

  • Teaching and Learning [1]
    Publications and research submitted by the SOE's Teaching and Learning faculty

Show simple item record

Search DSpace

Advanced Search


My Account