Fewer reviewed studies align with the policy dimension, and policies ignoring gender differences may deter girls' participation¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 5 studies (17%) aligned with the policy dimension of GAF, incorporating mobile-enabled learning and CAL. → Liang 2023 q2 i? A paperless classroom policy showed girls, particularly those with weak academic performance, preferred handwriting and were less willing to use ICT tools. → Liang 2023 (2)

Evidence¶

Liang 2023¶

Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10178-w

q2 · i? · review · r2

The review reports that only 5 of the 30 included studies aligned with the policy dimension of GAF, and that these incorporated mobile-enabled learning and CAL.

"In this review, comparatively fewer studies align with the policy dimension of GAF. Although the number of studies is relatively small (5 studies which incorporated mobile-enabled learning and CAL), we consider that they still help us to understand how policies could accommodate education inclusiveness and equity at the national or school level."

Liang 2023 (2)¶

Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10178-w

q2 · i? · review · r2

The review reports, citing Meishar-Tal and Shonfeld (2019), that a paperless classroom policy deterred some girls' participation, and that students who experienced the policy became less supportive of computers for reading and writing.

"Meishar-Tal and Shonfeld (2019)'s study found that in a school that adopted a paperless classroom policy that uses laptops and other ICT tools to replace printed materials, girls, particularly those with weak academic performance, were found to prefer handwriting on paper and have less willingness to use ICT tools for learning."

Discussion¶

Related Claims¶

• Four ICT-enabled learning approaches are used in empirical studies of schoolgirls' learning in Asia, with computer-assisted learning the most common — related
• Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets — related
• ICT-enabled learning improves schoolgirls' access to resources, knowledge, and skills — related
• ICT-enabled learning improves schoolgirls' practice and participation in learning, with girls sometimes scoring better than boys — related