Cyberspace Gender Lessons from a Crouching Tiger
Tzong-Song Wang, Tajen Institute of Technology, Taiwan ; Larry K. Bright, The University of South Dakota, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The pace of adoption of cyberlearning is influenced by gender factors that need to be confronted. Even in Taiwan as a semi-conductor world leader, university women in technical universities have not been as receptive as men to the perceived usefulness of computing. Research in 2003 by the writers showed that Taiwanese women in highly technical programs were more resistant to computing and Web online distance courses than men. Other worldwide research on gender as a factor in computer receptivity has produced similar findings. Adaptations of Davis?Technology Acceptance Model can be useful in teacher assessment and recruitment to measure receptivity. The East and West need to explore how to confront the effects of non-receptivity to cyberlearning, particularly among women classroom teachers. Women need a vision of an online world that they can advocate, and educational programs need to be designed to encourage women to lead in diffusion of cyberlearning.
Wang, T.S. & Bright, L.K. (2004). Cyberspace Gender Lessons from a Crouching Tiger. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1516-1523). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).