by Ryan McAleer
An individual paper submitted in ED 6620 as a partial fulfillment of the requirements for a Masters in Education (Information Technology) at Memorial University of Newfoundland.
Technology is such a powerful driver outside the classroom, educators must begin to recognise how it can do the same inside the classroom walls. “Today’s interactive technology tools often require the learner to develop and apply these higher-order thinking skills, along with the necessary hands-on technology literacy skills to access online communities and manipulate electronic information.” (McNabb, p.7)
In their paper “Technology in American Schools: Seven Dimensions for Gauging Progress” Lemke and Coughlin cite small scale studies by the National Science Foundation that present evidence showing emerging trends indicate that technology can:
• Accelerate and enrich basic skills development in reading, writing, mathematics, and the sciences.
• Engage students in real-life applications of academics and encourage ownership of one’s own lifelong learning.
• Help teachers meet the individual learning needs of their students more effectively, and connect teachers with each other across distances and time for professional collaboration.
• Serve as a catalyst for educational reforms, helping learners explore the world beyond the classroom and enhancing home school connections.(Lemke & Coughlin, 1998, p. 14)
There is little question that technology can help student engagement and learning. But does an integration of technology into an existing curriculum affect males and females in the same way? Or does there exist a gender gap that impacts student achievement and learning.
The debate as to whether boys and girls learn and perform differently in school has long been argued by academics, psychologists, and teachers. Research in this area is well supported yet the findings seem to be conflicting in nature. Research by the American Association of University Women Educational Foundation (1998) indicated that boys perform better than girls in science and technology subjects. Contradicting these findings is Kleinfield’s research (1998) that indicated that girls outperform boys in all subjects and are more likely to enter and graduate from post-secondary institutions.
A more recent study performed by the National Assessment of Educational Progress (2005) showed that males scored higher than females in all categories of high school science (physics, chemistry, biology, general science and health science). This is significant in that males and females show similar ability in classroom assessment. An interesting comparison of male and female AP physics scores and a survey of possible factors that influence them can be seen in the following video:
Comparison of Male and Female AP Physics Scores
http://www.teachertube.com/view_video.php?viewkey=cce2b40af66bff49c4b2
These conflicting findings are somewhat confusing. Do the findings indicate that gender gaps in education are closing, or do they indicate that gender gaps exist but girls outperform boys despite the observable differences in interaction style? (Gunn et al., 2003) The increasing use and integration of technology into curricula adds a new component to the gender gap debate. The question evolves from "do boys and girls learn differently?" to "do boys and girls learn with technology differently?". The answer seems to be yes.
One possible explanation of the existing gender gap in technology in education is the fact that more men are employed in the applied science fields than women. This trend can be correlated to the number of women who attend science related courses in university and the number of girls who take science related courses in high school.
In the early 1990s, "women were more likely to be joining the Faculties of Arts and Social Sciences than Science and Engineering" (Gunn et al., 2003) A 2004 study indicated that women were gaining in the areas of chemistry and mathematics but were still predominantly studying sciences in the areas of psychology and biology (Halpern, 2007). They were still earning far fewer degrees then men in physics, computer science and engineering.
Women tend to view technology careers as isolated, uncool, boring jobs, according to a U.K. survey. (Vance, 2001) It is possible that these attitudes are reflective of society’s views of what girls and boys should be "good" at. Below is a video clip of a 1950s version of "the school of the future". In this video it is quite clear what the 1950s mentality was regarding girls and boys roles in the work force. Although society has progressed greatly in the area of gender equality since this video was produced, it must be recognized that the influences of "boys take shop" and "girls take home economics" is still evident today.
1950s School of the Future
http://www.youtube.com/watch?v=5W4SkJjA_FQ
Another video, produced to reflect 1950s mentality, parodies the effect of education on men and women. Please note that this video is meant to be humorous and is included in this paper to reflect and mock the absurd mentality that society held regarding women’s intelligence only 50 years ago. I in no way agree with the message in this video!
Effect of Education on Men and Women (Spoof)
http://www.youtube.com/watch?v=jLYc6tMbPHk
Again, I must emphasize that times have changed and women are much more accepted in science related fields than in the past. However, even if society’s views have changed, many of the statistical data has not. In my own two current grade 11 physics classes, girls make up only 34% and 37% of the class composition. This composition is reflective of the number of girls in the physics and science classes that I've taught over the past five years. "While women make up nearly half the U.S. workforce, they make up only 26% of the science and engineering workforce" (Halpern, 2007, p.3)
I recall when I completed my mechanical engineering degree in 1998 that there were only 3 women in our graduating class of over 50 students. By integrating more technology into curricula in a gender-neutral manner, the hope is that the number of women entering IT fields such as engineering and programming will continue to increase. "By nudging girls toward technology early on, many in the IT field think women can regain lost ground and profit from working in a segment with good salaries, job security, travel and a team-centered approach to solving problems." (Vance, 2001)
The question remains, are schools addressing the different learning needs of boys and girls? Are we succeeding in reducing the existing gender gap in technology and science education? One group of experts that has first hand insight into this matter are the students themselves. The video below documents interviews of grade 8 male and female middle school students. The video raises some interesting points regarding the gender achievement gap in that the majority of the students interviewed believe that school is easier for girls.
The reasons tend to focus on girls superior ability with concentration, listening skills, organization and work ethic. The views in this video should not surprise anyone. Many people hold the belief that girls succeed academically more than boys at the elementary and junior high level because girls mature faster than boys and are better able to stay focused in school. Whether or not research backs these findings is a subject for another paper! However, I do find it interesting that the view "school is easier for girls" changes so drastically once these girls start taking high school science courses in which technology is regularly used in the curriculum.
Gender Achievement Gap
http://www.teachertube.com/view_video.php?viewkey=cce2b40af66bff49c4b2
The above video discusses achievement gaps between boys and girls and eludes to whether segregated or coed groups are preferred by students. One of our Prince Edward Island schools is now offering a segregated high school math class. Mosley High School in Florida has segregated their language arts classes in the hopes of less distraction and challenging the boys to participate more and rise to the top. In my opinion, this approach is a rather extreme solution to the question "do boys and girls learn differently?".
I certainly do not see how such an approach can do anything but increase the existing gender gap. I believe that teachers should be able to meet the individual needs of their students without segregating them into different classes. Furthermore, I believe that technological advances in educational software, data logging devices, social networking and the evolution of Web 2.0 can all help level the playing field and reduce classroom gender inequality. The video below records teacher and student reaction to classroom segregation.
Gender Segregation
http://www.youtube.com/watch?v=j_5nJrgnvG0
Experience shows that gender based social relationships, interaction styles and inequities that exist in traditional learning situations correspond fairly closely to those found in computer supported learning environments. (Gunn et al., 2003) However, Gunn et al.(2003) state that recent studies indicate that inequality of access and technology literacy are diminishing. I would have to agree and do not see a significant difference between how the male and female students in my class access computers for research, presentations, and communication.
What I have noticed is that there is definitely a more dominant male behavior present in the class when using computers or other technological devices. I find that the women in my class are more apt to follow directions and procedures. I have observed that the males tend to see themselves as technology experts, and are more apt to play and explore before asking for help. However, it is often the case that confidence does not equal success. Although this male "thinking outside the box" type of inductive learning is to be encouraged in all students, I find that the females are more likely to complete the instructional goals by following procedures and asking for help when encountering an unknown problem or glitch.
I believe that this gender gap continues to close as women become more and more comfortable with technology use. One of the most noticeable examples is with email and Web use. Gunn et al. (2003) proposes that this increase in confidence and use is due to the fact that technology is becoming more relevant and interesting to women. "It can be argued then, that women’s expressed interests in and judgments about computers are becoming more positive as a result of the technology’s increasing pragmatic significance." (Gunn et al, 2003)
I have seen the proof of the above quotation in my own classroom. In my physics class, students use a handheld data logging device for collecting experimental data, testing hypothesis and formulating graphs and equations (http://www.pasco.com/featured-products/xplorer-glx/index.cfm). When using this unfamiliar technology I have noted a strong difference in comfort and behavior between the males and females in my course. Ron MacDonald, an education professor at the University of Prince Edward Island, has conducted a survey of physics students using data loggers and the early trends seem to indicate that females are much less comfortable when first introduced to this new technology. However, our research findings also indicate that females attitudes towards science and using technology to improve learning increase with more exposure to technological devices.
Initially, many of the females became frustrated and anxious when asked to use the device to obtain data that would be used in an assessment. It’s curious that the same females do not seem as frustrated or anxious when encountering problems using a familiar technology such as PowerPoint or Google. However, as I stated above, the female students are much more apt to ask the teacher for help and end up getting as good results, or better, than the males in the class who use the devices with little or no assistance. These results seem to be in accordance with those concluded by Gunn et al. (2003) that "women often perform better than men despite the observable difference in interaction style". This thought is further supported by Karen Frenkel (1990) who stated that "women view computers as tools instead of toys".
In order to decrease the gender gap in my classroom I feel that I need to ensure that females in my class are less anxious when it comes to using new technology that they might be unfamiliar with. I feel that if I explain to the girls in my class how the technology can improve their educational experience they may be more inclined to get on board. Coupled with that is the fact that I need to encourage the males to ask for more assistance, without discouraging them from learning on their own and "playing" with the new technology. I also think that allowing students more time with computer technology would increase student familiarity, engagement and learning. As teachers, we are often in a rush to complete and activity, measure the instructional goals and move on. We need to recognize that as tech-savvy as some students are, many males and females are stressed by new or unfamiliar computer technology.
Finally, I feel that it would be helpful to create mixed groups of males and females within the classroom. Even classes that are not formally segregated can devolve into small groups of girls and boys working in isolation. Identify male and female "experts" within these mixed groups who can help other students if they become frustrated or stuck. Encouraging coed groups may also help reduce the male dominant behavior that can sometimes exist in the technology-rich classroom.
Education and Gender
http://www.teachertube.com/view_video.php?viewkey=2d4bd7115c929f91a36c
References:
American Association of University Women Educational Foundation. Gender Gaps: Where Schools Still Fail Our Children. 1998: Washington DC.
Frenkel, K. (1990). Women & Computing. Retrieved February 2, 2009, from: http://www.mith2.umd.edu/WomensStudies/Computing/Articles+ResearchPapers/women+computing
Gunn, McSporran, Macleod, and French (2003). Dominant or Different? Gender Issues in
Computer Supported Learning. Retrieved January 31, 2009, from:
http://www.aln.org/publications/jaln/v7n1/v7n1_gunn.asp
Halpern, D., Aronson, J., Reimer, N., Simpkins, S., Star, J., and Wentzel, K. (2007). Encouraging Girls in Math and Science (NCER 2007-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved April 3, 2009, from: http://ncer.ed.gov/
Kleinfeld, J. The Myth That Schools Shortchange Girls: Social Science in the Service of
Deception. 1998, The Women's Freedom Network: Washington DC.
Lemke C. & Coughlin E. (1998). Technology in American Schools: Seven Dimensions forGauging Progress. Milken Exchange on Education Technology. Santa Monica Retrieved May8, 2008, from the World Wide Web: http://www.fromnowon.org/mar98/flotilla.html
McNabb, Mary L. Technology Connections For School Improvement: Teacher’s Guide.
Retrieved May 8, 2008, from the World Wide Web: http://elearning.cbu.ca:8900/SCRIPT/EDUC539_91_2008SU/scripts/serve_home
Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. Mawah, New Jersey: Lawrence Erlbaum Associates.
Vance, A. (January, 2001). Can the Media Help Turn Geek into Chic? Retrieved February 4, 2009, from the Network World website: http://www.networkworld.com/news/2001/0501geekchic.html
