A response to the critique of gender issues in computer-supported learning

Cathy Gunn,Mae Mcsporran,Grainne Conole,Sheila French,Hamish Macleod

doi:10.1080/0968776020100209

Abstract

A response to the critique of gender issues in computer-supported learning

Highlights

In response we believe it is important to acknowledge the context in which the article was written: it summarized the research findings of several authors who together ran a discussion panel at the ALT Conference in 2001
The authors come from England, New Zealand and Scotland, have different professional backgrounds and work in different academic disciplines
Fuller reading of the case studies cited can be found in Richardson and French (2001), McSporran, Dewstow and Young (1999) and McSporran and Young (2001)

Summary

Introduction

In response we believe it is important to acknowledge the context in which the article was written: it summarized the research findings of several authors who together ran a discussion panel at the ALT Conference in 2001. Our purpose with both the panel and the paper was to raise awareness and to bring issues that our own and others' research identify as important to the attention of a wider audience. The paper was neither an in-depth study of gender, nor an analysis of the social and cultural practices which constitute science and technology.

Results

Conclusion