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Gender and Educational Technologies: Relational Frameworks for Learning Design
Article

, University of Alberta, Canada

Journal of Educational Multimedia and Hypermedia Volume 9, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Technology-based models of teaching and learning are re-ceiving both social and political attention in the post-second-ary sector. However, instructional design practices have, up to now, been rooted in a domain constructed in, and reflect-ing, androcentric values. In this paper the traditional, rational framework and outcomes-driven design of most computer-based educational applications is contrasted with the rela-tional knowing supported by new technologies such as com-puter- mediated conferencing. A set of heuristics is proposed to guide feminine learning design relative to the social con-struct of gender and technology.

Citation

Campbell, K. (2000). Gender and Educational Technologies: Relational Frameworks for Learning Design. Journal of Educational Multimedia and Hypermedia, 9(2), 131-149. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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