Characterizations of computing careers: students and professionals disagree
Computers & Education
Chess for girls? Feminism and computer games
From Barbie to Mortal Kombat
Girl games and technological desire
From Barbie to Mortal Kombat
Middle school students' technology practices and preferences: re-examining gender differences
Journal of Educational Multimedia and Hypermedia
Storytelling alice motivates middle school girls to learn computer programming
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Gender differences in computer attitudes: Does the school matter?
Computers in Human Behavior
Gendering the ICT curriculum: The paradox of choice
Computers & Education
Computer-game construction: A gender-neutral attractor to Computing Science
Computers & Education
Young children's computer skills development from kindergarten to third grade
Computers & Education
Proceedings of the ninth annual international conference on International computing education research
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In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were located in a Greek metropolitan city. At both times boys expressed more positive intrinsic-value beliefs about computing. Teachers' pedagogical practices had effects on students' motivation. All students benefited from practices that highlighted the social benefits and applications of technology. Also, girls benefited from practices that connected information science to other school subjects and boys from practices encouraging social interaction. Findings challenge some assumptions about gender/technology relations and have implications for teaching about technology in a gender-equitable way.