You, too -- girls!

For nearly 10 years, the computer programming class met in the lab next door. Only once during those ten years, did I see a girl walk into that classroom. A little bit of research revealed that young women were notably absent from computer programming classrooms across the country. According to the New York Times article “Where The Girls Aren’t” “more than 19,000 boys took the Advanced Placement computer science examination in 2001, compared with just over 2,400 girls”. Thirty years ago, it was not unusual to see 2 or 3 girls in a Calculus class; today nearly 50% of the students taking the AP Calculus are female. Reversing this trend took a sustained investment in strategies focused on increasing the success of women in mathematics.

With the increase use of computers in today’s classrooms, work places, and living rooms, it is easy to assume that we no longer have a gender gap in high-tech courses and careers.

But the reality is that the participation of women in these areas have actually decreased over the past two decades. Whenever I lead activities that raise awareness about male/female ratios in tech related careers and courses, participants are always surprised at the gender gap. As a teacher there are many ways you can implement gender equity strategies in your classroom. Tech Integration across the curriculum is one of the top strategies. If girls are not flocking to computer classes, let’s make sure the computers come to “them”. Along with making technology part of everyday learning, creating opportunities where girls can gain skills and confidence with technology can help address the “experience gap”. One of the biggest challenges young women face when considering a high-tech class or career is not “aptitude”, but experience.

Maya, the only girl in her Java programming class, quickly noticed that
most of the boys in the class seemed to already know a lot about programming
from their experience with robotic toys, or from having built pieces of their
own computers. They seemed to already have a rapport with the
programming teacher comparing notes about their favorite video games strategies during class. Her programming class quickly turned to a very frustrating and lonely experience. When asked by she enrolled in this class, she
answered, “one of my teachers noticed that I was smart with computers and
learned HTML code quickly and invited me to participate in a Tech Savvy Girls
summer camp.” There I spent a whole week learning cool new technologies
with all girls. I even took a mini-workshop in programming. It was
fun. I felt smart. I didn’t have “less experience”. My junior year I found I had an open timeslot in my schedule. I looked at the available classes that block. If it had not been for Tech Savvy Girls, I wouldn’t have noticed programming, but some of the women role models I met in Tech Savvy Girls activities often mentioned programming as a class they took when they were in school.

Year after year, I listen to girls tell their stories during our Tech Savvy Girls activities and over and over again, I hear tales of teachers who provided awareness, inspiration, and experience opportunities to young women. “ My teacher often gave me extra computer tasks to do; my teacher recommended me for a computer camp; my teacher asked for my help with the computer; my teacher believed in me; my teacher recommended this course for when I get older;”

Look for information and opportunities to create activities such as “The Creative Side of Engineering” that send a strong message to girls that the world needs more than girls who “use” technology, the world needs their input into design and innovation.

Resolution 2007 - Promoting Digital Equity

As you move forward in the digital age, take the time to notice who we might be leaving behind. How about adding digital equity to your 2007 resolution. Consider expanding the definition of No Child Left Behind to include “no child left behind in a digital age”. My 2007 resolution is to renew my commitment to digital equity and provide increased resources to teachers for bridging the digital divide in their schools.

1. I resolve to update my collection of keyboarding resources and promote keyboarding skills in ALL students.
   
   Ignore those who tell you that we don’t need to teach this skill anymore because of the voice recognition technology or because today’s kids are on the computers so much they pick it up naturally. Those who use effective keyboarding techniques will build skills and gain increased productivity, while those who don’t will get further and further behind in their schoolwork. Don’t forget to include assistive technology options for students with disabilities.
   



2. I resolve to know which students lack access to digital tools at home.
   
   Informally inquire about students access, so that you can provide solutions that help these students and their families. I make old keyboards available with keyboarding practice sheets AND teach students how to practice on a keyboard alone. I was surprised at the number of 3rd and 4th grade students who took me up on this offer (some of them have computers, but complain that other family members horde all the computer time). I know of at least one Vermont school that refurbishes old machines with Linux and open source software and makes them available to families in their district. Making parents aware of public library access to computers, or creating public hours for your own computer lab can increase access.
   
   
3. I resolve to promote sensitivivity to lack of or slow Internet Access.
   
   Many communities still have only DIAL UP access. If you post documents online for parents, make sure that the families without Internet are aware of how they can also access these documents. Break the documents down for quicker download for dial-up users. For example , if your school’s program of studies is online, consider posting it as separate “chapters” or text only format for dial-up users. Using a free PDF maker can ensure that your documents are posted in a format accessible to all users. Consider differentiated assignments and resources to accommodate students with limited or no access.
   



4. I resolve to revive the TechSavy Girls program and create new opportunities for girls to build skills and confidence in their use of technology.
   
   While it appears that most middle school girls have confidence and skills equal to their male counterparts when it comes to technology use, interest and participation levels decrease significantly during high school and college years. The ratio of girls to boys in high level computer classes has actually decreased during the past decade and hover around the 12% rate.
   



5. I resolve to make Web-based and Open Source Software available to students to increase home access to digital tool.
   
   Our regional technology users group is exploring the use of more Web-based and Open Source resouces in our schools. In a series of parent workshops, we distribute “FREE” open-source software for parents who attend. One of our teachers is adding OpenSource platform productivity tools to his lab to increase students familiarity with these tools. This is also a great way to promote greater understanding of tech “concepts” and skills transfer.