| |
|
Outline of Literature Review
I. Girls use technology differently than do boys, and the difference in use should be considered
- Girls value the interpersonal relations created through computer use
A. When Hanor examines girls' interactions with computers, she relies on "an understanding and interpretation of multiple forms of knowledge that are constructed, embedded, and created in interaction with others" (Hanor, 1998)
B. when girls use computers, "interpersonal relations were highly regarded as a factor contributing to their aesthetic enjoyment" (Hanor, 1998)
C. games were only fun if they were not played alone (Hanor, 1998)
D. girls' choices changed from "the realm of computer/human interaction to the realm of human/human interaction, with the computer as an enabling device" (Hanor, 1998)
E. appreciation of online activities was derived from feeling that the girl was communicating with somebody: "[c]omputers took on a secondary interest, with communications having primary significance" (Hanor, 1998)
- Accessibility remains an issue for girls and computer use
A. girls "speak of being belittled at the computer by male classmates" (Hanor, 1998)
B. girls "feel that girls spend more time adding detail and getting less credit" (Hanor, 1998)
C. feel teacher expectations are higher for girls (Hanor, 1998)
D. girls "position teachers as the determining factor in whether ideas at the computer are given consideration or respect" (Hanor, 1998)
E. girls found barriers to computer accessibility in the classroom (Hanor, 1998)
F.
"verbal and physical aggressiveness of boys discouraging girls' participation" (Hanor, 1998)
G.
"not knowing that the computer option was available" (Hanor, 1998)
H.
"conflicts in scheduling" (Hanor, 1998)
I.
"competing work requirements" (Hanor, 1998)
J.
"selection for use by boys over girls by noontime aides" (Hanor, 1998)
K. relates to young girls' lack of empowerment "to participate in the decisions that would effect positive change in her life, a lack of respect for her contributions to the community life of the classroom" (Hanor, 1998)
L. all-girl technology class using topics of interest to girls (Hartshorn, 2000)
M. "girls in general view computers and technology as being beyond their capabilities and realm of understanding (Bhargava et al, 1999)
N. academically, girls do as well as boys in technology classes but "boys are more enthusiastic about playing with computers after school and in enrolling in computer science courses in college" (Bhargava et al, 1999)
O. lack of support "to girls and women with regard to learning with computers" (Bhargava et al, 1999)
P. "actions of parents and society demonstrate to girls that computers are not for them" (Bhargava et al, 1999)
Q.
"[d]ocumented teacher behaviors often defer computer handing to the male students and thus suggest to the females that they are not needed or wanted near computers, and that they definitely cannot contribute" (Bhargava et al, 1999)
R. factors that discourage girls' active interest in computer technology:
* biased societal assumption reinforced by parents and teachers that computers are not for girls (Bhargava et al, 1999)
* computers not used across the curriculum but rather in ways that only interest boys (Bhargava et al, 1999)
* boys dominate the use of the computers (Bhargava et al, 1999)
* girls tend to be nonassertive in their right to equitable computer time (Bhargava et al, 1999)
* computer time is unorganized resulting in girls being unable to use computers during free time (Bhargava et al, 1999)
* different expectations and definitions of success for computer use for girls and boys (Bhargava et al, 1999)
S. gender gap also exists in homes and summer camps (Bhargava et al, 1999)
T. schedule computer use, and if computer use is a privilege make sure all children have the privilege (Bhargava et al, 1999)
U. consciously assign girls and boys to computer activities (Bhargava et al, 1999)
- Aesthetics are an important component of a project involving girls
A. "Using an aesthetic framework to study girls' interactions with computers builds on research findings about girls' ways of knowing" (Hanor, 1998)
B. need "consideration for alternative ways of knowing that include tacit, ambiguous, problematic, experiential, and intuitive" (Hanor, 1998)
C. "learnings are enabled through imaginative, creative and aesthetic experience" (Hanor, 1998)
D. aesthetic experiences with computers "are integrated experiences that incorporate perceptual and cognitive pleasures derived from repetition, playfulness, daydreaming, and fantasy" (Hanor, 1998)
E. Hanor wants to discover in her teaching, research, and workshops:
1.
the multiple forms of girls' engagement with computers: perceptions, expectations, desires, fears, fantasies about technology (Hanor, 1998)
2. the aesthetic choices girls make with tech and how that choice is made (Hanor, 1998)
3. how girls position themselves in their aesthetic experiences with computers, and the images they "construct of the use and enjoyment of computers" (Hanor, 1998)
F. girls appreciate choice within programs: "color, shapes, tools, clip art, and animated sequences" (Hanor, 1998)
G. girls like opportunity to "mess around" with computers in a free-form manner (Hanor, 1998)
H.
"girls value the emerging consciousness that evidences itself visually through random or free-form exploration" (Hanor, 1998)
I. "non-graded or non-evaluative periods provide opportunities for student-initiated tasks and for reflection and talk about student work" (Hanor, 1998)
J. girls use a combination of information and imagination to inform "the focus of their aesthetic experience as a way of constructing meaning" (Hanor, 1998)
K. aesthetic choices are affected by "individual expressive styles and include paradox" (Hanor, 1998)
L. "[s]eriousness and playfulness are interwoven in human-computer activities" (Hanor, 1998)
M. author's stack included pictures she drew and a digital photo of herself on the bio page (Hartshorn, 2000)
N. girls are more interested in "the things the computer can do for them" (Bhargava et al, 1999)
O. computer culture in schools might change is it were to include activities from which girls benefitted (Gordon, 2000)
P. "female students are attracted to multimedia constructive uses of technology" (Gordon, 2000)
Q. framework for an education "conducive to aesthetic growth" (Hanor, 1998)
* "teachers involved in several of the arts" (Hanor, 1998)
* "learning experiences that extend beyond the context of ordinariness" (Hanor, 1998)
* "a broad enough range of experiences in perceiving and noticing to enable students to challenge expectations and break stereotypes" (Hanor, 1998)
* "the development of students' capacity to imagine" (Hanor, 1998)
II. Technology can help students to find voice in the world and fosters collaboration and communication
- Technology can give girls an increased voice
A. Narrative is another aesthetic influence (Hanor, 1998)
B. stories, drawings, and symbols are aesthetic forms that reveal girls' knowledge (Hanor, 1998)
C. stories, in words or pictures, are vehicles where girls may reflect on their own and their classmates' experiences with computers (Hanor, 1998)
D. important to include viewpoints from women, honor and attend to the voices of girls, and to examine the meaning girls make through their computer use (Hanor, 1998)
E. "girls create their own stories of meaning based on assumptions of what is real and what is true" (Hanor, 1998)
F. time should be devoted to "the recognition and invention of metaphors" (Hanor, 1998)
G. encourage "comparisons between good and bad instances of well-known and well-liked inventions that have a recognizable form, such as jokes, riddles, or graffiti" (Hanor, 1998)
H. asking open-ended questions to encourage students to "test their constructed notions about the software programs and the computer use" (Bhargava et al, 1999)
- Technology promotes an ability to share different ideas and collaborate
A. hyperlinking allows girls the "ability to link information in non-linear ways [that] contributed diversity to ways girls were able to give form to their ideas" (Hanor, 1998)
B. allowed girls to "try things out, discuss alternatives, make comparisons, and continuously evaluate their own and their classmates' ideas and projects (Hanor, 1998)
C. girls need affirmation of their "skills, interests, and emerging styles" (Hanor, 1998)
D. "opportunities for connections of unparalleled proportions" (Hanor, 1998)
E. used technology to make something to express loss: web page, illustrated poem (Hartshorn, 2000)
F. girls paired to a computer (Thomas & Keller, 2002)
G. girls varied widely in computer skills: girls who knew little learned considerable, those who knew more enjoyed helping others (Thomas & Keller, 2002)
H. girls' experiences with computers are quite different from boys': for girls "relevant application appears to be more important," girls are "interested in the process because it enables sharing with partners" (Bhargava et al, 1999)
I. encourage computer activities with "'group learning, social interaction, and cooperative problem solving'" (Bhargava et al, 1999)
J. "focusing on women's use of computes as a learning tool, as an entertainment tool, as a means to communicate to people, and as a means to access and create knowledge" (Bhargava et al, 1999)
H. make computer use social, grouping students to computers (Bhargava et al, 1999)
I. group interactions at the computer is encouraged by the software (Bhargava et al, 1999)
J. make sure students are actively involved in using the computers, "and that girls are more task focused and boys are more partner focused" (Bhargava et al, 1999)
K. cooperation should be encouraged over competition (Bhargava et al, 1999)
L. gradually Ben came to consider the others' opinion when navigating through the game or solving puzzles (Lewis et al, 2005)
M. task-related instructions of the group were examined, with Ben gradually becoming equally compliant to suggestions from both boys (Lewis et al, 2005)
N. Ben gradually became as affirmative to one boy's ideas as the other boy on whom he was fixated (Lewis et al, 2005)
O. "coping better both in structured group tasks and at 'sharing' activities" (Lewis et al, 2005)
P. "computers have the ability to permit concurrent, or 'cooperative' use (i.e., two children with two joysticks)" (Goldsmith, LeBlanc, 2004)
Q. using computers for "international collaboration is another way to draw those with less experience into the computer labs" (Gordon, 2000)
III. The use of technology by students can empower and create leadership potential in students.
- Students have access to information and can be directed to conduct research on issues that matter to them
A.
topics chosen by girls: eating disorders, careers, grief and loss (Hartshorn, 2000)
B. for first project the girls brainstormed possible topics, with each girl choosing a separate topic (Hartshorn, 2000)
C. online research: 10 different web sites with lists of information found on each site (Hartshorn, 2000)
D. demonstrate computers are "means of gaining knowledge" and they can be used to accomplish tasks (Bhargava et al, 1999)
- The use of the computer can be empowering to marginalized individuals
A. author's technology skills, particularly research skills, have improved because of the class (Hartshorn, 2000)
B. gender of computer teacher seems to matter little, but many computer teachers at elementary level are female and have "been very creative and innovative at using the computer" (Bhargava et al, 1999)
C. using female guest speakers to talk about their work and to demonstrate how they use computers in a variety of ways (Bhargava et al, 1999)
D. introduce computers as useful tools for both genders (Bhargava et al, 1999)
E. providing children with ASD with opportunities to "participate in regular structured interactions with more socially competent peers has been strongly advised"; one effective way is to facilitate interactions between the child with ASD and "a small number of peers in an enjoyable and meaningful activity" (Lewis et al, 2005)
F. computers "provide a third party focus which may alleviate pressure on the child with ASD to interact directly with peers" (Lewis et al, 2005)
G. working with small group of peers determined to be less anxiety producing for ASD student (Lewis et al, 2005)
H. Ben was chosen by other students in all activities (Lewis et al, 2005)
I. Ben was described as proud by his parents for being chosen for the computer activity (Lewis et al, 2005)
J. better interactions with peers (Lewis et al, 2005)
K. "Ben was able to interact in a more non-heterogeneous fashion with his peers and was able to express himself more clearly with regards to giving instructions" (Lewis et al, 2005)
L. "children with autism are drawn to technological devices and researchers have notes the importance of devising treatments that take advantage of this fascination (Colby, 1973)" (Goldsmith, LeBlanc, 2004)
M. For children with autism, "computer based instruction typically results in benefits such as increased motication, decreased inappropriate behavior, and increased attention and sometimes results in increased learning compared to traditional methods (Goldsmith, LeBlanc, 2004)
N. increased use of technology may promote "increased acceptability for technological intervention aides for children with autism that will not result in children with autism standing out from the crowd, but rather, blending into our more technologically advanced society" (Goldsmith, LeBlanc, 2004)
- Computer use can encourage leadership potential in students
A.
opportunity for Girl Scouts to earn technology badges and to attract young people to the facilities (Thomas & Keller, 2002)
B. allows girls to become more computer literate and more comfortable asking questions about and experimenting with technology (Thomas & Keller, 2002)
C. field trips to diverse settings where females are modeling "competent computer use" (Bhargava et al, 1999)
D. asking girls to help assist teachers in introducing new software (Bhargava et al, 1999)
E. help the student relate their computer use to other subjects (Bhargava et al, 1999)
F. demonstrate competence to inspire competence (Bhargava et al, 1999)
G. "[s]tress the usefulness of the program--girls see computers as a means to an end while boys see it as an end in itself" (Bhargava et al, 1999)
H. "ruleful gameplay was a new development for Ben" (Lewis et al, 2005)
I. scaffolding students as they learn to use computers and software until they become more competent (Bhargava et al, 1999)
Work Cited
Bhargava, A., Kirova-Petrova, A., & McNair, S. (1999). Computers, gender bias, and young children. Information Technology in Childhood Education. 1999, 263-74.
Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of Technology in Interventions for Children with Autism. Journal of Early & Intensive Behavior Intervention, 1, Retrieved October 10, 2006, from http://homepages.wmich.edu/~leblacl/pub/GL2004.pdf
Gordon, D. T. (Ed.). (2000). The digital classroom: how technology is changing the way we teach and learn. Cambridge, MA: Harvard Education Letter.
Hanor, J. H. (1998).Concepts and strategies learned form girls' interactions with computers. Theory into practice. 37, 64-71.
Hartshorn, K. (2000). Girls take charge of technology. Learning and Leading with Technology. 28, 18-20.
Lewis, L., Trushell, J., & Woods, P. (2005). Effect of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome. British Journal of Educational Technology. 26, 739-55.
Thomas, T., & Keller, J. (2002). The Brownie brigade. School Library Journal. 48, 43.
|
