Gender and Instructional Technology

Bennett, D. and Brunner, C. (2000). The Role of Gender in the Design of Electronic Learning Environments for Children. Technology and Learning, 2(1): 1-5.

Diverse Populations: Female Gender

Summary
This article seeks to understand how gender continues to shape young people's experiences with technology and how educators can select gender-equitable environments for their students in the realm of integrated technology in education. Research discussed in the article suggests that males and females view technology (and its purposes) from fundamentally different perspectives. Women and girls think about technological tools that can facillitate human interaction while men tend to be drawn to technical objects and enjoy using technology to transcend the barriers of space and time, rather than to stay connected to the present. Because technology (as traditionally incorporated into the educational system) has by and large been thought of and used as a tool for diseminating information, educators are now encouraged to think of technology as a tool to facillitate personal sharing and collaboration. Incorporated in this change is the possibility to include young women into the technology conversation. KAHooTZ, an online construction and design place, was reviewed for its possiblities as a tool to help make technology use in classrooms communicative and dialogical. KAHooTZ is an Internet-based, multimedia construction environment that allows students to create computer games or cartoons, known as Xpressions, which kids can show and discuss with one another.

Reaction
In many ways, KAHooTZ seems like a useful vehicle for inviting young women into the technological realm of education. It allows students to create a virtual community where they can create a sense of place and identity. This kind of play encourages young girls to think about design in the real world, to imagine themselves as future designers and inventors, and to go through a process of critical analysis and thought that enables them to create animations and games (Xpressions). The critical thinking piece is key--getting kids to think on their own and to "own" their learning is one of my major goals as a teacher. While I can see the potential of this technology, it's only a tool and the benefit lies in what you do with it. The article suggests that girls crave community and collaboration, but one of the stated drawbacks of the program is that finding another individual to create and publish with (collaboratively) requires work. Helping students navigate this virtual program and scaffolding instruction so students can interact online would be key to hooking young women--not the technology itself. Still, there's little argument that this is progress. The past several decades have been focused on physically integrating technology into schools (ex: Gates Grants, a computer in every classroom, etc.), but little has been discussed about what to do with the technology. I think this article is a sign of more things to come. Savvy educators need not focus solely on what technology is available, but must also ask themselves how to make that technology a learning tool for all their students regardless of skin color, socio-economic status or gender.