Abstract
The rapidity of technological change requires that the integration of ICT is constantly evaluated in educational settings in order to understand students’ receptivity towards these technologies, as well as how such technologies are adopted and used. Men and women’s differentiated attitudes towards and usage of ICT tools play a key role during learning and when making career choices. Uncovering the dynamics between gender and students’ ICT usage and perceptions is vital because there is a consistent pattern of fewer women seeking professions in ICT-related fields.That these crucial vocations are not attracting half of Canada’s labor force capacities represents a significant loss to the entire nation. There is therefore still an immense amount of work to be done regarding women’s enrollment in ICT related programs of study. The objective of the present paper is to conduct a systematic review of the literature to establish the relationship between gender and Information and Communication Technologies (ICTs) usage and attitudes towards ICT, in the context of formal educational settings. Investigating gender differences in usage and attitudes towards different technologies is important because educational institutions, especially public ones, are seen as structures that aim to reform societal inequalities (Warschauer, Knobel, & Stone, 2004). An understanding of the factors that might be impacting on the relationship between gender differences in ICT usage will be useful in guiding classroom-based or institution-based changes that address all students’ needs equally. This paper concludes with educational implications and suggestions for future research.
Digital Media
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