In this study, differences in ICT use and familiarity by gender were evident in Switzerland, Norway and Italy (Chart 13). In each of these countries men scored higher on each of the three measures - perceived usefulness and attitudes toward computers, diversity and intensity of Internet use and use of computers for taskoriented purposes. The patterns were unlike those in North America, where differences for Bermuda, Canada and the United States were much smaller. In Switzerland, Norway and Italy, men also had higher rates of computer and Internet access than women, but in the North American countries included in this study, such differences were virtually non-existent. When speaking of ICT use patterns by gender it therefore becomes very important to refer to national contexts, which can vary substantially. Elsewhere, research has identified that gender gaps in ICT use are particularly high in developing countries (Huyer, Hafkin, Ertl and Dryburgh 2005).
Although there appears to be a relationship between gender and ICT use, gender alone does not tell the entire story. There is enough evidence to suggest that gender differences in ICT usage are more pronounced during the early stages of the introduction of new ICTs but decline over time. Therefore, gender differences must be analyzed in conjunction with the actual penetration of ICTs. As well, age has been found to exert an independent influence. Furthermore, in this study, men ranked higher in ICT use and familiarity than women in Italy, but the scores of men in Italy were generally still lower than women for all other countries examined. In Switzerland, differences by gender were quite strong, with men in this country scoring the highest in use of computers for task-oriented purposes among all countries. Intensity and diversity of Internet use was highest for men in Norway while the group scoring highest in perceived usefulness and attitudes toward computers was women in Bermuda. Available evidence suggests that there are significant differences in the extent of the gender gap, where it exists, by country.
Chart 13. Use of computers for task-oriented purposes by gender, by country, 2003
Source: Veenhof, Clermont and Sciadas, 2005.
While an individual may master certain skills - for example, the ability to produce tables and graphs using spreadsheet software - one characteristic of ICT skills is that they are often the product of a process of continuous learning (HRDC 2002, Bertelsmann Foundation & AOL Time Warner Foundation 2002, Committee on Information Technology Literacy 1999, Ginsburg and Elmore 1998). Because the learning process is continuous, learners often incorporate several methods to learn necessary computer skills, both formal and informal, and seldom rely on only one method of learning. Formal methods include courses sponsored by an employer, while less formal methods may include help from colleagues or family, the use of manuals and books, observing others, or self-teaching through trial-and-error (Dryburgh 2002, Felstead et al. 2002).