The impact of gender on computer related attitudes, ability, and use has been actively documented, but little research has been done examining how to modify and reduce imbalances. The purpose of this study was to explore the effect of ubiquitous computing (24-hour access to a laptop and the Internet) on gender differences in pre-service teachers with respect to computer attitudes, ability, and use. Regarding computer attitudes, gender differences before the laptop program were observed in only one of the four constructs assessed: future intentions to use computers (behavioral attitude). There were no significant differences in attitude between males and females after the laptop program. With respect to computer ability, males reported having stronger skills in five of the ten ability constructs assessed before the laptop program (operating systems, database software, creating a web page, and programming). There were no significant gender differences in ability after the laptop program, with the exception of programming which continued to favor males. It is speculated that the gender equalization effect observed in this study could have a significant impact on the extent to which technology is used by future students, especially given recent trends in promoting the use of technology in the classroom.

Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student’s distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms.