New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education

  • Authors:

  • Monique Volman;Edith van Eck;Irma Heemskerk;Els Kuiper

  • Affiliations:

  • Department of Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands;SCO Kohnstamm Instituut, Universiteit van Amsterdam, Amsterdam, The Netherlands;SCO Kohnstamm Instituut, Universiteit van Amsterdam, Amsterdam, The Netherlands;Department of Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

  • Venue:
  • Computers & Education
  • Year:
  • 2005

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Abstract

This paper investigates the accessibility and attractiveness of different types of ICT applications in education for girls and boys and for pupils from families with an ethnic minority background and from the majority population in the Netherlands. A study was conducted in seven schools (primary and secondary). Data were collected on participation, ICT skills and learning results, ICT attitudes and the learning approach of pupils. A total of 213 pupils completed a questionnaire and interviews were held with 48 pupils and 12 teachers. Gender differences, especially in primary education, appeared to be small. In secondary education, the computer attitude of girls seems to be less positive than that of boys, girls and boys take on different tasks when working together on the computer and they tackle ICT tasks differently. Pupils from an ethnic-minority background in both primary and secondary education appear to consider themselves to be less skilled ICT users than pupils from the majority population. We found ethnic differences in participation in ICT activities at school in both educational sectors. Pupils from an ethnic-minority background use the computer at school less for gathering information and preparing talks and papers and more for drill and practice. Differences between pupils from an ethnic-minority background and from the majority population in access to certain forms of ICT use out of school are confirmed at school instead of being compensated for. The paper concludes with some recommendations on a diversity-oriented ICT policy at school level.