Those of us promoting the integration of technology become concerned when individuals are unable or unwilling to make use of technology because we believe technology supports student learning. Any concern I had that gender differences were responsible for such inequities have diminished over the years I have followed such issues. I am aware of large gender differences in the number of students pursuing computer science as a vocation, but I am willing to treat vocational preferences as a separate issue. The question of whether there are gender differences in the willingness to make use of technology in a more general way is similar to the issue of whether there are gender differences in the willingness to read – both have implications for learning on a more general level.
Christensen, Knezek & Overall (Journal of Research on Technology in Education, 2005, 38, 23-37) offer a recent study claiming there is a percipitous drop in female “enjoyment” of technology in middle school. This drop appears to occur between the 5th and 6th grades and the authors speculate the drastic change is the result of emerging gender differences in sensitivity to relationships vs. achievement/competition orientation. Among the recommended solutions offered, greater use of technology in group projects, online interaction, and technology supported communication. These suggestions are very similar to our own suggestions for addressing several sources of inequity (Responsible Use of Technology).
I think the results of the reported study should be regarded with caution. A general issue in any research is how key variables are operationalized. “Enjoyment of Computers” is assessed using a five item scale. To me, the items are a curious assortment – I am tired of using the computer. I enjoy lessons on the computer. I enjoy computer games very much.
Consider this, the one specific activity mentioned in the list is game play. This fits very well with the concern for gender differences in competition and would be associated with less enjoyment among females who are reported to not enjoy competitive game play. There is no item on the list that might tap use of the computer for communication/socialization. Consider that the recommendations offered by the authors would engage learners in activities the scale they use to evaluate enjoyment would only indirectly assess at best. Makes no sense to me.
Why do a study of this magnitude with such a weak and potentially misleading indicator of the key dependent variable? This is my take – read the article and draw your own conclusions.
