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Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods

Authors:

Katherine Weber ,

Illinois State University, US
About Katherine
A Gender Equity Consultant in Technology Education at Illinois State University, Normal, Illinois.
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Rodney Custer

Illinois State University, US
About Rodney
A Professor in the Department of Technology at Illinois State University, Normal, Illinois.
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Abstract

Prominent U.S. economists and educational leaders have argued that citizens must become technologically literate to maintain economic growth (Bybee, 2003; Colaianne, 2000; Greenspan, 1997). All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in the ability to make more informed decisions.

How to Cite: Weber, K., & Custer, R. (2005). Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods. Journal of Technology Education, 16(2), 55–71. DOI: http://doi.org/10.21061/jte.v16i2.a.4
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Published on 22 Mar 2005.
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