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Girls & Technology DOCUMENT RESUME ED 441 395 IR 020 291 TITLE Girls & Technology: An Idea Book for Educators & Parents. INSTITUTION National Coalition of Girls' Schools, Concord, MA. SPONS AGENCY National Science Foundation, Arlington, VA. PUB DATE 2000-00-00 NOTE 70p. AVAILABLE FROM National Coalition of Girls' Schools, 228 Main Street, Concord, MA 01742. Tel: 978-287-4485; Fax: 978-287-6014; e-mail: [email protected]; Web site: http://www.ncgs.org. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Computer Literacy; *Computer Uses in Education; Educational Resources; *Educational Technology; Elementary Secondary Education; *Females; Learning Activities; Lesson Plans IDENTIFIERS *National Coalition of Girls Schools ABSTRACT This booklet represents an effort to combine research findings, strategies, teaching and parenting tips, activities, career profiles, and print and online information that can help make technology more accessible to girls. Chapters include: "Why a Focus on Girls & Technology: New Priorities"; "Girls & Technology: Different Styles of Learning"; "Girls & Technology: Different Teaching Strategies"; "Technology Tips for Teachers & Parents"; "The Internet: An Incredible Resource!"; "Computer Games for Girls"; and "Girls, Work and the 21st Century." A final section, "Technology in the Classroom: A Sampling of Ideas from Teachers," presents over 40 pages of lesson plans, activities, assignments, and charts and diagrams to guide teachers in integrating technology into the curriculum. A selected bibliography and a list of additional selected organizational resources with contact information are also included. At the end of the booklet is a brief description of the National Coalition of Girls' Schools (NCGS).(AEF) Reproductions supplied by EDRS are the best that can be made from the original document. S. Girls & Technology: An Idea Book for Educators & Parents By National Coalition of Girls' Schools U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) elThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. C\1 Points of view or opinions stated in this document do not necessarily represent N official OERI position or policy. 2 BEST COPY AVAILABLE For Educators 61 Parents GIRLS TECHNOLOGY Tips for Parents & Teachers d Technology in the Classroom Girls on the Net d Girls and Computer Games Girls, Work and the 21st Century g Lesson Plans for Teachers Bibliography & Additional Resources 3 0117[12 (Tradrondogy Book IF© Educat(trs and Parents Inside: Why a Focus on Girls & Technology: NeniPilorities 1 ) /I/ Girls & Technology: Different Styles of Learning 2 Girls & Technology: Different Teaching Strategies 5 Technology Tips for Teachers&Parents 6 The Internet: An IncrediblResource! r-------9 Computer Games for Girls 14 Girls, Work and the 21st Century 17 Technology in the Classroom: A Sampling of Ideas from Teachers 19 Bibliography & Additional Resources 61 NCGS: A Word About Our Organization 64 Prepared By The National Coalition of Girls' Schools With Support From The National Science Foundation 4 \\_gh RDcanss ©n GrokF!7Vechno[logr, IMew6 PrnlonMess ACCORDING TO THE U.S. DEPARTMENT OF LABOR, women will comprise fifty-five percent of the work force in the United States by the year 2000. The National Science Fdundation estimates that important Questions by 2010, one quarter of all new jobs will be techno- To Consider logically oriented. A vast majority of jobs will require a sound grounding in math and science. During the D early years of the new millennium, the number of computer programmers, engineers, and systems ana- o What is.theculture that surrounds tech- lysts is expected to grow by ninety percent; starting nology, and how does it impact girls? salaries for college graduates in those professions are o How can we draw on the ways girls expected to be between $40,000 and $50,000. learn as we integrate technology into Yet, as recently as 1996, although women in the their lives? United States constituted 51 percent of the popula- tion and 46 percent of the labor force, they only ac- o What are girls' thoughts and feelings counted for 22 percent of scientists and engineers, about technological objects and ca- according to a National Science Foundation report. reers? All one has to do is pick up a newspaper practically o How do girls describe themselves in any day of the week and read the help-wanted ads. It relationship to technology? is clear that technology is the new frontier of work: o How can we provide opportunities for women need to be there. girls to tinker, take apart, and build with Within the last five years, research conducted by materials and tools that are not tradi- the American Association of University Women and tionally a part of their education or ex- other groups illustrates significant disparities between periences? boys' and girls' attitudes, achievements, experiences, and self-esteem in the areas of math, science and tech- o What strategies are successful in en- nology. Unless the situation can be addressed, girls couraging their use of technology to and women will face a technological employment gap solve learning challenges and to ex- which will have serious consequences for their pro- plore subject matter? fessional and economic futures. This nation needs to o How can we show the relevance of use the talents of all its citizens as the world grows technology to the lives and futures of ever more technologically advanced. As Dr. Jo Sand- girls? ers states in her book The Neuter Computer, "... Girls' o What are our attitudes and feelings tendency to reject the computer is costing them later about technology? How do they affect, in technological skills and jobs...". The ultimate goal positively and negatively, our interac- must be to keep the "employment gateway" an open tions with girls? and equitable one. In today's world, "technology" is a broadly defined o How should we rethink the way we term. It encompasses a variety of tools and problem- teach or parent as we examine the use solving methods using computers, measuring devices, of technology across disciplines and in electronic equipment, simple machines, appliances, our daily lives? building and repair implements... in other words, o How can teachers and parents work to- the full gamut of widgets, gadgets and machinery that gether in support of girls using and affect our everyday life. People come into daily con- learning technology? tact with a wide variety of simple and complex tech- nologiesin the home, workplace, and in recreational activities. In so doing, they need to understand the PACE 11 5 diversity of technological applications and processes, and to recognize the human and environmental im- pact. Both boys and girls need to be equal partici- What happens when pants in our increasingly technological society. girls are asked to The National Coalition of Girls' Schools (NCGS), draw a scientist? with support from the National Science Foundation, seeks to engage educators and parents to learn why girls continue to lag in the areas of math, science and technology while concurrently devising strategies to encourage girls' curiosity, confidence, and involve- ment in these fields. To that end, NCGS sponsored two conferences entitled Girls & Technology, pro- duced a seventeen-minute video, and wrote a Re- source Guide hoping to bridge the gap between the sexes. This Girls (Sr Technology Idea Book is an effort to com- bine research findings, strategies, teaching and parenting tips, activities, career profiles, print and online information that can help make technology They never draw more accessible to girls. The pages of this booklet of- fer ways girls can be encouraged to tinker, explore, take a woman! things apart, problem solve; in short, to learn how things work and why they sometimes don't. NCGS' Just ask Phyllis Shea of the Worcester Massachusetts Girls' Club. ultimate goal is to send more girls to math, science Every time she gives this assignment, she receives drawings like and technology-related fields of study, and ultimately these. (Illustration reprinted with permission from Harvard Edu- careers, thereby offering them more choices and richer cation Letter, Vol. VI, No. 3, May-June 1990). lives. Grub 7ezhnolilogr, t. 1.0-Au DINerrena off LeacrOng `" DR. JANE BUTLER KAHLE, at a conference on Research examples demonstrate that females tend girls, math and science, reported that the to be ignored, singled out, or treated differently from gains women have made in the last two de- males. Women tend to get more diffuse responses, cades in entrance and retention in scientific and are asked subtly less difficult questions, and are more technological fields are eroding. For a variety of rea- frequently interrupted. sons, gender issues in science in particular seem more Men's success is typically attributed to talent; complicated than those in math. Girls tend to stop women's success to luck or hard work. The resulting doing science, especially physical science, in the lack of self-esteem in girls means that they are less middle and high school years. likely to take risks and more likely to blame them- The less than favorable climate for girls and women selves when things go wrong. Boys having a hard time in math, science and technology is caused by a series with science or technology are likely to say, "This is a of small, often unintentional discriminatory behav- rough course," or "The teacher was not good," or iors. Such behaviors communicate to some females "The machine has a problem," or "I was so busy with that they are not as worthwhile and are not expected sports and didn't have time to study." Girls are more to participate in the classroom or elsewhere as much likely to say "I'm just not smart enough," or "I can't as males.
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