1 / 11

Sarah Soebbing Gender Differences in Approaching Technology

Sarah Soebbing Gender Differences in Approaching Technology. June 11, 2005. Key Ideas:. Girls and boys conceptualize and view computers differently Male students are often more “computer advantaged”

lavinia-combs
Download Presentation

Sarah Soebbing Gender Differences in Approaching Technology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sarah SoebbingGender Differences in Approaching Technology June 11, 2005

  2. Key Ideas: • Girls and boys conceptualize and view computers differently • Male students are often more “computer advantaged” • The technology we chose for our students should be free of gender-biases while being grounded in education, content-significant, and able to retain a wide variety of student interest

  3. Accounting for differences: • self-perception of computer skills and their acquisition • exposure to technology at home and at school • media style and content preferences

  4. How Girls Learn With Technology: • Girls often focus more on development of relationships • Girls tend to view the computer as a tool - a means to accomplish a task • Often, girls favor experiences that repeat patterns they are familiar with and for which they already know the outcome

  5. How Boys Learn Using Technology: • Boys tend to focus on objects • Boys are more likely to play games, to program, and to see the computer as a playful, recreational toy • Boys are more likely to enjoy open-ended play

  6. Although the gender gap is getting smaller, girls often report less experience with computers, less confidence with their computing abilities, and less interest in technology, when compared to boys.

  7. Solutions: • Create an environment with a range of materials and opportunities for girls and boys to use technology in a variety of forms. • Provide technology that has “real-world” problems and a “sense of purpose”, especially because these types of tasks are more likely to get girls interested. • Challenge the traditional gender related roles within technology

  8. More Solutions: • Consider providing “girls-only” conditions so that female students can work with their female peers and adults as they explore new technologies • Research particular software designed to entice female students to become interested in both the curriculum within the software, and exploring technology itself

  9. Final Thought: Although it is important to expose students to, and allow students to experiment in non-traditional gender roles, we must recognize that gender differences in learning do exist. To close the gender gap we should find ways to link computer use with the interests and learning styles of all students.

  10. Click here to learn more about electronic resources that aim to increase young women’s interest and participation in technology.Click here for more information on closing the gender gap.

  11. Miller M. Leslie, Schweingruberm, Heidi and Brandenburg, Christine L. “Brandenburg Middle School Students' Technology Practices and Preferences: Re-Examining Gender Differences” http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSQUERY?sessionid=sp02sw15-39703-e9u71dsn-hr0fxw:entitypagenum=5:0:numrecs=1:searchtype=locateFT:tdbname=WilsonSelectPlus_FT:query0=sc%3d%221055-8896+2001+10+2+125+MSSTPA+%3F%22:format=BI:entityfttoprecno=21:next=NEXTCMD%7FFTFETCH:rule=0:tdbname=WilsonSelectPlus_FT:issuesici=1055-8896+2001+10+2:fetchtype=fulltext:tdisplaydbname=WilsonSelectPlus_FT:thirdpartydbid=4:isbillable=TRUE:isdirectarticle=FALSE:numrecs=1:format=BI:ftformat=HTML:entityemailfullrecno=29:entityrecno=29:entityemailfullresultset=1:entityemailftfrom=WilsonSelectPlus_FT:%7F Raphael, Chad. “Citizen Jane”: Rethinking Design Principles for Closing the Gender Gap in Computing. http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSPage?pagetype=return_frameset:sessionid=sp02sw11-40065-e9ugb7dn-hhfhuc:entitypagenum=3:0:entityframedurl=http%3A%2F%2Fwww.eric.ed.gov%2Fcontentdelivery%2Fservlet%2FERICServlet%3Faccno%3DED477083:entityframedtitle=ERIC:entityframedtimeout=30:entityopenTitle=:entityopenAuthor=:entityopenNumber=: Upitis, Rena. “Girls (and Boys) and Technology (and Toys)”. http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSQUERY?sessionid=sp02sw15-39703-e9u71dsn-hr0fxw:entitypagenum=3:0:numrecs=1:searchtype=locateFT:tdbname=WilsonSelectPlus_FT:query0=sc%3d%220380-2361+2001+26+2+164+GABATA+%3F%22:format=BI:entityfttoprecno=1:next=NEXTCMD%7FFTFETCH:rule=0:tdbname=WilsonSelectPlus_FT:issuesici=0380-2361+2001+26+2:fetchtype=fulltext:tdisplaydbname=WilsonSelectPlus_FT:thirdpartydbid=4:isbillable=TRUE:isdirectarticle=FALSE:numrecs=1:format=BI:ftformat=HTML:entityemailfullrecno=5:entityrecno=5:entityemailfullresultset=1:entityemailftfrom=WilsonSelectPlus_FT:%7F Sources

More Related