Technology and Gender: Differences in Masculine and Feminine Views
By Cornelia Brunner and Dorothy Bennett
The authors of this article illustrate the differences in masculine and feminine views as well as the uses of technology in an educational setting. Brunner and Bennett state that the masculine view is focused on the machine itself, while the feminine attitude toward technology emphasizes the social function of the machine.
Many educators have observed that boys use computers more willingly than girls. Girls are unsure about technology than boys and often become discouraged or get bored when they have negative technology experiences. They are also less likely than boys to attempt to fix a piece of broken technology such as a computer. When asked to name a “technological nut” they know, every student named a male.
The main difference in the way males and females view technology show that females focus on the communication aspect, while males see technology as a source of power. Females view the computer as a way to facilitate work, while males see the computer as a tool that will do the work for them. The internet is less likely to appeal to young women then to young men, because males favor the ability to send and receive information instantly from a vast resource and to publish one’s own ideas to a large audience.
One classroom implication that arises from this difference in view toward technology is that technology classes are less appealing to young women than young men. As well, young women feel they are not suited for technological careers.
The authors state that “we are at a pivotal moment in the evolution of technology and education.” Technologies are now designed to incorporate three components that create a type of learning environment that is inviting to all students, particularly girls: exploration, interpretation, and communication. Building one’s own meaning, as well as debating and discussing one’s ideas with others, leads to the power of discovery learning. Technology can be used in the classroom environment in a way that includes both genders.
Discussion question: How would you incorporate technology in the classroom to actively engage both genders?
Conditions for Success? Gender in Technology-Intensive Courses in British Columbia Secondary Schools http://educ.ubc.ca/faculty/bryson/cjmste.pdf
Student Views on Technology for Learning
http://www.tomorrow.org/speakup/pdfs/SpeakUpPresident.pdf
Gender Issues in Technology
http://www.suelebeau.com/genderissues.htm
-Leanne
By Cornelia Brunner and Dorothy Bennett
The authors of this article illustrate the differences in masculine and feminine views as well as the uses of technology in an educational setting. Brunner and Bennett state that the masculine view is focused on the machine itself, while the feminine attitude toward technology emphasizes the social function of the machine.
Many educators have observed that boys use computers more willingly than girls. Girls are unsure about technology than boys and often become discouraged or get bored when they have negative technology experiences. They are also less likely than boys to attempt to fix a piece of broken technology such as a computer. When asked to name a “technological nut” they know, every student named a male.
The main difference in the way males and females view technology show that females focus on the communication aspect, while males see technology as a source of power. Females view the computer as a way to facilitate work, while males see the computer as a tool that will do the work for them. The internet is less likely to appeal to young women then to young men, because males favor the ability to send and receive information instantly from a vast resource and to publish one’s own ideas to a large audience.
One classroom implication that arises from this difference in view toward technology is that technology classes are less appealing to young women than young men. As well, young women feel they are not suited for technological careers.
The authors state that “we are at a pivotal moment in the evolution of technology and education.” Technologies are now designed to incorporate three components that create a type of learning environment that is inviting to all students, particularly girls: exploration, interpretation, and communication. Building one’s own meaning, as well as debating and discussing one’s ideas with others, leads to the power of discovery learning. Technology can be used in the classroom environment in a way that includes both genders.
Discussion question: How would you incorporate technology in the classroom to actively engage both genders?
Conditions for Success? Gender in Technology-Intensive Courses in British Columbia Secondary Schools http://educ.ubc.ca/faculty/bryson/cjmste.pdf
Student Views on Technology for Learning
http://www.tomorrow.org/speakup/pdfs/SpeakUpPresident.pdf
Gender Issues in Technology
http://www.suelebeau.com/genderissues.htm
-Leanne
2 comments:
I think that it is important to encorporate the use of technology for social purposes(possibly a Blog for the class) as well as time dedicated to show students how to trouble shoot potential programming issues that they may have to help reduce frustration levels with technology gliches. The teacher could maybe create an issue for the stduents and have them solve the problem as an assignment.
Tara. Owens
Thanks Tara! I like your idea about having the students solve a computer problem as an assignment! When my computer acts up I shut it down for a while. Not the best solution, but it works for me becuase I have no idea how to fix it. I definitely use the computer for its social function, and not because I see it as a tool or source of power.
Leanne
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