La influencia del género en la cultura digital del estudiantado universitario
Resumo
El objetivo fundamental de este artículo es analizar las diferencias de género respecto al uso de las TIC entre el estudiantado universitario. Presentamos los resultados de un estudio realizado mediante la técnica de encuesta, a una muestra de 1042 estudiantes procedentes de 5 universidades, sobre los usos que realizan y la percepción que tienen en relación a las TIC en la vida cotidiana y en la formación académica. Los resultados muestran diferencias entre sexos, tanto respecto al uso como a su percepción de la tecnología.
Palavras-chave
TIC, Generación digital, Género, Estudiantado universitarioReferências
American Association Of University Women (1998). Gender Gap: Where Schools Still Fail Our Children. Executive Summary. Extraído el 6 de julio de 2012, de http://www.aauw.org/2000/GGES.pdf
Booth, Shirley; Goodman, Sara y Kirkup Gill (2010). Gender Differences in Learning and Working with Technology: Social Constructs and Cultural Contexts. Hershey: IGI Global.
Broos, Agnetha (2005). Gender and information and communication technologies (ICT) anxiety: male self-assurance and female hesitation. CyperPsychology and Behaviour, 8, 21–31.
Clarke, Virginia (1990). Sex differences in computing participation: Concerns, extent, reasons and strategy. Australian Journal of Education, 34(10), 52-66.
Faurie, Isabelle; Almudever, Brigitte; y Hajjar, Violette (2004). Les usages d’Internet des étudiants: Facteurs affectants l’intensité, l’orientation et la signification des pratiques. Orientation Scolaire et Professionnelle, 33, 429–452.
Gil, Adriana; Vitores, Ana; Feliu, Joel y Vall-llovera, Montse (2011). Brecha digital de género: una revisión y una propuesta. Teoría de la Educación, Sociedad de la Información, 12(2), 25-53.
Imhof, Margarete; Vollmeyer, Regina y Beierlein, Constanze (2006). Computer use and the gender gap: The issue of Access, use, motivation, and performance. Computers in Human Behaviour, 23, 2823-3827.
Kennedy, Gregor; Krause, Kerri-lee; Gray, Kathleen; Judd, Terry; Bennett, Susan; Maton, Karl; Dalgarno, Barney y Bishop, Andrea (2006). Questioning the Net Generation: A collaborative project in Australian higher education. En Lina Markauskaite, Peter Goodyear and Peter Reimann (Eds.), Who’s learning? Whose technology? Proceedings of the 23rd Annual Conference of the Australiasian Society for Computers in Learning in Tertiary Education (pp. 413-417). Sydney: Sydney University Press.
Kirkwood, Adrian y Price, Lina (2005). Learners and learning in the 21st century: What do we know about students' attitudes and experiences of ICT that will help us design courses? Studies in Higher Education, 30(3), 257-274.
Levin, Tamar y Gordon, Claire (1989). Effects of Gender and Computer Experience on Attitudes towards Computers. Journal of Educational Computing Research, 8, 155-185.
Mark, June (1992). Beyond equal access: Gender equity in learning with computers. Newton: Education Development Center.
Meelissen, Martina y Drent, Marjolein (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behaviour, 24, 969-985.
Pedró, Francesc (2006). Aprender en el nuevo milenio: un desafío a nuestra visión de las tecnologías y la enseñanza. Paris: OECD-CERI.
Prensky, Mark (2001). Digital Natives, digital inmigrants. On the Horizon, 9(5), 1-6.
Sáinz, Milagros; Castaño, Cecilia y Artal, Margarita (2008). Review of the concept “digital literacy” and its implications on the study of the gender digital divide. Working paper series WP08-001. Extraído el 28 de enero, 2012, de http://www.uoc.edu/in3/dt/eng/sainz_castano_artal.pdf
Sakamato, Akira (1994). Videogame use and development of socio-cognitive abilities in children: three surveys of elementary school students. Journal of applied social psychology, 24, 21-24.
Sanchez-Franco, Manuel. José (2006). Exploring the influence of gender on the web usage via partial least squares. Behaviour & Information Technology, 25, 19–36.
Trinder, Kathryn; Guiller, Jane; Margaryan, Anoush; Littlejohn, Allison y Nicol, David (2008). Learning from digital natives: bridging formal and informal learning. (Research project report. The Higher Education Academy). Glasgow: Caledonian University.
Van Dijk, Jan (2004). Divides in succession: possession, skills, and use of new media for societal participation. En E. P. Bucy y J. E. Newhagen (Eds.), Media access: Social and psychological dimensions of new technology use (pp. 233-254). Mahwah, NJ: Lawrence Erlbaum Associates.
Vekiri, Ioanna y Chronaki, Anna (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51(3), 1392-1404.
Zhou, George y Xu, Judy (2007). Adoption of Educational Technology: How Does Gender Matter? International Journal of Teaching and Learning in Higher Education, 19(2), 140-153.
Publicado
Como Citar
Downloads
Copyright (c) 2012 Iolanda García, Begoña Gros, Anna Escofet
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
