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ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences

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Bibliographic Details
Title: ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences
Authors: Elisa Nadire Caeli, Francesco Caviglia, Jeppe Bundsgaard
Source: Caeli, E N, Caviglia, F & Bundsgaard, J 2025, 'ICT Use, Self-efficacy, and the Future of Eighth-Grade Students : a Qualitative Study of Gender Differences', TechTrends, vol. 69, no. 1, pp. 233–243. https://doi.org/10.1007/s11528-024-01017-1
Caeli, E N, Caviglia, F & Bundsgaard, J 2023, ' ICT Use, Self-Efficacy, and the Future of Eighth-Grade Students : A Qualitative Study of Gender Differences ', IEA International Research Conference (IEA IRC), Dublin, Ireland, 28/06/2023-30/09/2023 pp. 100-101 . < https://online.flippingbook.com/view/603103169/ >
Publisher Information: Springer Science and Business Media LLC, 2024.
Publication Year: 2024
Subject Terms: 0301 basic medicine, 4. Education, 02 engineering and technology, Computer science education, 03 medical and health sciences, 5. Gender equality, teknologiforståelse, ICILS 2023, Lower secondary school, ICT, 0202 electrical engineering, electronic engineering, information engineering, Gender differences, grundskole, kønsstereotyper, 10. No inequality
Description: In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.
Document Type: Article
Conference object
Language: English
ISSN: 1559-7075
8756-3894
DOI: 10.1007/s11528-024-01017-1
Access URL: https://pure.au.dk/portal/en/publications/41314dc9-119b-4093-bf4d-6f9c4316fb9f
https://online.flippingbook.com/view/603103169/
Rights: CC BY
Accession Number: edsair.doi.dedup.....89579bfeb4ec4f2d83287c2eede7fe97
Database: OpenAIRE
Description
Abstract:In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.
ISSN:15597075
87563894
DOI:10.1007/s11528-024-01017-1