This document focuses on gender differences in information and computer literacy (ICL) and on the role of education in producing such differences. The effects of the curriculum materials used and of teaching behavior in ICL lessons are considered in relation to changes in girls' and boys' attitudes, knowledge, and future plans while following an ICL course; the gender-linked ideas about the subject and about the students themselves which were developed during ICL lessons are also examined. The experiment was conducted in 19 lower general secondary education classes where an ICL course was taught. Results indicate that education was successful in the primary task of diminishing the differences in knowledge between girls and boys; in terms of attitudes, education was not able to remove gender differences. It was also shown that events and experiences in the classroom add to the extension of gender-specific repertoires and pupils' behavior and experiences in the classroom influence their gender identities. It is suggested that teachers should try to prevent an unintentional contribution to processes which exclude girls, or make girls exclude themselves, from certain areas of knowledge and skills. Three tables provide study results. (Contains 14 references.) (AEF)