Using Hypermedia to Educate Preservice Teachers About Gender-Equity Issues in Elementary School Classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Barbara B. Levin, Professor (Creator)
Catherine E. Matthews, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: This study highlights what preservice teachers learned from interacting with a HyperStudio stack about gender-equity issues. Teachers gained background information from the stack and then used this knowledge to resolve inequities presented in various interactive scenarios. Qualitative and quantitative evidence shows how interaction with this stack positively affected preservice teachers’ interests in, attitudes about, and awareness and knowledge of genderequity issues. By confronting gender issues in a hypermedia environment that details inequities in classroom interaction patterns, language, role models, gender expectations, and curriculum, preservice teachers will be better prepared to face these issues in their elementary school classrooms.

Additional Information

The Journal of Research on Technology in Education, 292(3), 226-247
Language: English
Date: 1997
Elementary education, Equity, Gender, Hypermedia, Multimedia, Teacher training

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