dc.creator |
Gwyneth Hughes |
|
dc.date |
2002-12-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:26:13Z |
|
dc.date.available |
2015-07-20T22:26:13Z |
|
dc.identifier |
10.3402/rlt.v10i2.11403 |
|
dc.identifier |
2156-7069 |
|
dc.identifier |
2156-7077 |
|
dc.identifier |
https://doaj.org/article/b25cca819d8741659d822260589f3974 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/21572 |
|
dc.description |
This paper is a response to the article, 'Gender issues in computer-supported learning', in ALT-J 10 (1). I argue that the studies presented in the original paper could be enhanced by a more rigorous approach to gender that avoids universalizing identity, recognizes gender as a construction and which builds on previous research from gender, science and technology studies. |
|
dc.language |
English |
|
dc.relation |
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/11403 |
|
dc.relation |
https://doaj.org/toc/2156-7069 |
|
dc.relation |
https://doaj.org/toc/2156-7077 |
|
dc.rights |
CC BY |
|
dc.source |
Research in Learning Technology, Vol 10, Iss 2 (2002) |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
Gender issues in computer-supported learning: what we can learn from the gender; science and technology literature |
|
dc.type |
article |
|