Marginalized Children's Opportunities to Use Technology for Learning: Role of Gender

Girls in South Asia are exposed to different forms of social inequality and discriminatory gender norms which create a barrier to their education. Available research suggests that there is a gender divide in the use of digital technology for learning but remains silent about the factors that cause such a divide. This paper presents the role of gender in marginalised schoolchildren's access to and use of technology for learning in Bangladesh and Nepal. A total of 80 students, 8 teachers and 32 parents participated in the study. Multiple methods of data collection (focus group discussions, interviews and classroom observation) were used to ensure that research questions of the study are addressed with sufficient depth. Findings suggest that gender inequality in the use of digital technology persists in the two countries as traditional socio-cultural structures continue to create barriers to girls’ access to technology. Pedagogical implications of the study are discussed.