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

Cathy Gunn,Gráinne Conole,Sheila French,Hamish Mcleod,Mae Mcsporran

doi:10.3402/rlt.v10i1.11404

Abstract

We find the critique of our paper both interesting and informative. The author raises a number of points as a caution against oversimplification of the issues surrounding gender and computer-supported learning. We fully acknowledge the difficulty of reporting findings from a number of studies and of attempting to define or analyse the complex interaction of already complex concepts such as gender, identity and behaviour within computer-supported learning environments.DOI:10.1080/0968776020100209

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