Kleopatra Nikolopoulou
First NameKleopatra 
Family NameNikolopoulou 
Organizationsecondary education and University of Athens, Gree 
Biographical and Family DataSurname - name: Nikolopoulou Kleopatra Affiliation: Science teacher in secondary education and adjunct lecturer (PD407/80) at the department of early childhood education –University of Athens, Greece Research interests: Uses of ICT in education and their effects on teaching and learning, teacher training in ICT, evaluation of educational software Address (home): Xanthou 31B, 15451 Athens, Greece Email: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it  
Education and Training School of Sciences,Department of PhysicsAristotle University ofThessaloniki, Greece 1986, B.Sc in Physics
School of EducationUniversity of BathGreat Britain 1989, M.EdEducational Technology
School of EducationKing’s College University of LondonGreat Britain 1998, Ph.DEducational ComputingTitle of thesisAn investigation into the effects of usinginformation technology on pupils’ learningof science: focusing on two aspects,data analysis skills and electricity concepts
Professional and Entrepeneurial ActivityPARTICIPATION IN RESEARCH PROJECTS

School of EducationAristotle University of Thessaloniki, Greece May 1999 – Sept. 1999 Participation in the research project PMS/PTDE -development of multimedia educational material- for the postgraduate course “Didactics in Science and New Technologies”
School of Education,King’s College,University of London, UK Jan. 1990 – April 1992(part - time work) Participation in the Impact project: an evaluation of the impact of Information Technology on children’s achievements in primary and secondary schools


Department of Early Childhood Education, University of Athens, Greece Winter semester 2002-2007 (adjunct lecturer, PD 407/80) Teaching the module “an introduction to the use of New Technologies in education”and the module “an introduction to ICTs”
Secondary Education,Athens, Greece Sept. 2006 - nowNov. 1999 – June 2006 Teaching ‘Science’Teaching ‘Information Technology’ + ‘Science’
Department of Primary Education,University of Athens, Greece Nov. 1999 – Febr. 2000Oct. 1998 – Dec. 1998 Teaching the module ‘IT in Education’(programme‘Exomoiosis’: professional development and training of in-service primary school teachers)
SELETE, (PATES, ASETEM)Athens, Greece Sept. 1999 – Jan. 2000Sept. 1998 – June 1999(part-time work)Nov. 1998 – April 1999(seminar teaching) Teaching the module‘Educational Technology’Seminars on “IT and Education”(programme: training in-service secondary vocational school teachers)

hobbies, preferences and dislikes 
Topic to be involvedArt and Affective Computing 
Title of the speechExploring future directions for the research field ‘Gender and ICT in education’ 
Abstract speechThe aim is to explore future directions for the research field “Gender and ICT in education”. Here, the term ICT (Information and Communication Technology/ies) is being used as synonymous to the term IT (Information Technology) and as more preferable-broad to the term computer(s) (the earliest term in the literature and still very much in use). Taken into account two very important –to my view- review papers (Volman & van Eck, 2001; Abbiss, 2008) and the fact that the research field is still under development, we could pose a few questions trying to explore/ ‘invent’ essential themes within the research field.
A synthesis of the above mentioned papers provides a cohesive review of the international research literature, the topics examined under the field ‘gender and ICT in education’ (primary and secondary and tertiary/University education) and the changing approaches-ideas about what constitutes the gender ‘problem’. An account of the research themes, limitations and outcomes in the 1980s, in the 1990s and in the 2000s, allows for a comparison among the decades. The issue of gender differences/equity and ICT in education has been dominant in research and main topics have been investigated such as access to computers, experience and use of computers, students’ and teachers’ attitudes towards ICT, school curriculum and learning approaches. Recent literature, in particular after 2000, challenges assumptions of essential gender differences and stereotypes, challenges prior ways of thinking and reframes the ‘problem’ of gender differences and ICT in education (i.e. theories for the interpretation of differences, location and solutions to the ‘problem’).
Taken into account that the research field ‘gender and ICT in education’ is of interest to researchers working in various traditions and from various perspectives, the various background theories and methodologies used and the changing nature of ICT applications in education, we could identify questions/ issues to explore future directions for the field. For example:
· Can we seek for interdisciplinary co-operation, among researchers from different perspectives?
· When investigating ‘gender’ in relation to ICT in education, what other factors are essential to be also investigated? (eg. age, race, socio-economic background)
· How urgent is the need to define the scope of the ICT in education and within it what constitutes ICT literacy?
· What should be the research directions in the next years?

Volman, M. & van Eck, E. (2001) Gender equity and Information Technology in education: the second decade, Review of Educational Research, 71(4), 613-634.
Abbiss, J. (2008) Rethinking the ‘problem’ of gender and IT: discourses in literature, Gender and Education, 20(2), 153-165.

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