Abstract
Females are underrepresented in technology-related careers and educational programs; many researchers suggest this can be traced back to negative feelings of computer self-efficacy developed as early as the age of 10. This study investigated the effect of embedding technology into a 5th grade science classroom and measuring its effect on self-efficacy beliefs of young females. During a 1-semester trial, students in an experimental group used tools such as Kidspiration©, Keynote©, and Promethean© ActivBoard for specific assignments; students in a control group were not exposed to technology integrated specifically into the science curriculum. Our results indicated that the careful selection and use of computing technology led to higher levels of perceived importance and self-efficacy toward technology by female students.
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