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dc.contributor.authorvon Hellens, Liisaen_US
dc.contributor.authorClayton, Kayleneen_US
dc.contributor.authorBeekhuyzen, Jenineen_US
dc.contributor.authorNielsen, Sueen_US
dc.contributor.editorLinda V. Knight, Jo Rhodesen_US
dc.description.abstractThis paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students' (male and female) and their teachers' views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.en_US
dc.publisherInforming Science Instituteen_US
dc.relation.ispartofjournalJournal of Information Technology Educationen_US
dc.titlePerceptions of ICT Careers in German Schools: An Exploratory Studyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Sciences, School of Information and Communication Technologyen_US
gro.rights.copyrightCopyright 2009 Informing Science Institute. Self-archiving of the author-manuscript version is not yet supported by this publisher. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.en_AU
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