Gender issues in computer‐supported learning: What we can learn from the gender; science and technology literature

This paper is a response to the article, ‘Gender issues in computer‐supported learning’, in Alt‐J 10 (1). I argue that the studies presented in the original paper could be enhanced by a more rigorous approach to gender that avoids universalizing identity, recognizes gender as a construction and which builds on previous research from gender, science and technology studies