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• W2399993272 abstract "This paper focuses on gender differentials in the use of information and communication technologies (ICT) in the education process with a view to identify the implications for cognitive growth, degree of motivation, enduring learning capacity and psycho-pedagogic practices. Drawing from the Cognitive Load theory and the Social Cognitive theory, the paper explains what mindsets and learning communities are created by ICT. This permits an insight into the role and use of ICT in learning that encourages individual work, collaborative learning, active engagement, intrinsic motivation, and the search for meaning and diverse viewpoints. Such practices can serve as resources to address gender differentials in learning. Bottom-up learning with ICT lends support to inductive, experiential, constructivist and discovery approaches. These conceptual views are substantiated with empirical data from a transnational study in five African countries on the integration of ICT in the school system, with Cameroon being one country studied. The findings of the study demonstrate that when ICT is integrated into the curriculum process, it does make a difference in students’ cognitive growth with some gender differences in levels of self-efficacy, attention, and motivation. In the end, we affirm the positive impact of ICT on students’ learning and cognitive growth with potentials to promote gender driven strategies. On this account, teacher training should emphasize not only the teaching of ICT skills but also the development of gender sensitive pedagogical skills to meet gender differential needs in the use of ICT for teaching and learning." @default.
• W2399993272 created "2016-06-24" @default.
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• W2399993272 date "2008-01-01" @default.
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• W2399993272 title "4. Gender and Psycho-pedagogical Implications for Cognitive Growth through Access to Information and Communication Technologies" @default.
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