Student Dialogue on Internet Resources and Cultural Self-Identity
Szu-Yuan Peng, Fan Zhou, Larry K. Bright, The University of South Dakota, Taiwan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teachers may face students who believe that technology belongs to someone else. But, technology holds promise for both young and old, male and female. The will to use technology is part of the complex sets of values that people learn, and norms change slowly. Skillful teachers need to involve all students in dialogue about changing technologies and their impact on equity and social justice. In both the East and West, the persistent belief continues that engineering and computing are the usual domains of men, or at least the domain of the industrialized wealthy nations. Quality contemporary education of women and rural people, particularly in China, requires discussion about the purposes, benefits, and challenges of information technologies. Subtle factors described in this paper influence the self-efficacy of high school and university students regarding their use of the Internet or its role in social change.
Peng, S.Y., Zhou, F. & Bright, L.K. (2008). Student Dialogue on Internet Resources and Cultural Self-Identity. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2382-2387). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).