What's gender got to do with it?
One does not need to spend much time in an early childhood classroom to begin to notice the differences in the ways girls and boys approach, discuss, and use technology. As explained by Jenson & de Castell (2010), “technology cannot be viewed as a value-neutral tool because of social constructions of identity that revolve around gender, race, nationality, and class” (p. 54). This statement relates the importance of considering gender in relation to technology and, as will be seen, there are various approaches to technology use that work toward inclusivity. It should be noted that, because of the context of this paper in early childhood, gender here will refer to one’s biological sex.
Because of the young age at which children begin to internalize gender biases regarding technology, gender is of important focus in ECE. Turja, Endepohls-Ulpe, & Chatoney (2009) have noted that, “by the age of four to five, children show preferences for gender-typed vocational or domestic activities” (p. 362). The nature of children is to explore activities and roles by imitating them and this subsequently leads to the awareness, conscious or otherwise, that technology is strongly associated with the male gender (Turja et al., 2009, p. 362). Alternatively, as will be discussed, the particular types of technologies boys tend to be interested in are rarely used in schools. Whatever the reason, there needs to be a conscious initiative on the part of ECE teachers to ensure technology use is gender-inclusive.
Because of the young age at which children begin to internalize gender biases regarding technology, gender is of important focus in ECE. Turja, Endepohls-Ulpe, & Chatoney (2009) have noted that, “by the age of four to five, children show preferences for gender-typed vocational or domestic activities” (p. 362). The nature of children is to explore activities and roles by imitating them and this subsequently leads to the awareness, conscious or otherwise, that technology is strongly associated with the male gender (Turja et al., 2009, p. 362). Alternatively, as will be discussed, the particular types of technologies boys tend to be interested in are rarely used in schools. Whatever the reason, there needs to be a conscious initiative on the part of ECE teachers to ensure technology use is gender-inclusive.
Technologically Disengaged Girls
Recently, a municipal technology center (MTC) was established in Sweden with the goal of increasing the interest, self-confidence, and skills of girls with regard to technology (Salminen-Karlsson, 2007, p. 1020). The MTC ideology supposes that girls are less interested in technology because they are not encouraged to acquire the same experiences and artifacts in early childhood (Salminen-Karlsson, 2007, p. 1021). From an ECE perspective this is an important observation because the basic methodology in these settings is to help children learn through play that is mostly self-directed. To support the ideology of the MTC, ECE teachers would need to make conscious choices about providing girls with more structured play scenarios where they can create functional objects and learn to focus on the process more than the product (Salminen-Karlsson, 2007, p. 1025). Interestingly, employees and researchers at the MTC had two important observations: first, the self-confidence of girls in their approach to technology increased as a result of single-sex classes, and second, teachers tended to encourage boys more as they use technology (Salminen-Karlsson, 2007, p. 1025). The former observation and its implications are of particular concern considering that nearly all public schools are mixed-sex. Ultimately, the girls enjoyed the MTC for its social purposes over the intended purpose of initiating increased engagement with technology (Salminen-Karlsson, 2007, p. 1026).
One of the issues proposed by Jenson & de Castell (2010) was regarding how females are generally underrepresented in gaming and physical spaces where gaming occurs (p. 62). While efforts have been made to include more female characters in digital games, these characters have almost always been hypersexualized (oversized breasts, lips, and very little clothing), underrepresented, and almost exclusively white (Jenson & de Castell, 2010, p. 59). Furthermore, while females tend to be excelling academically in higher education, the number of women choosing computer science and engineering programs has not increased in the last decade, and in some cases it has decreased (Jenson & de Castell, 2010, p. 53). Hamlen (2010), in her study on video game play and feelings of success, found that girls felt just as competent as boys at gaming but chose not to play as frequently. Alternatively, boys were found to have increased feelings of success from increased play time, suggesting possible biological bases for an increased sense of reward from achievement (Hamlen, 2010).
One of the issues proposed by Jenson & de Castell (2010) was regarding how females are generally underrepresented in gaming and physical spaces where gaming occurs (p. 62). While efforts have been made to include more female characters in digital games, these characters have almost always been hypersexualized (oversized breasts, lips, and very little clothing), underrepresented, and almost exclusively white (Jenson & de Castell, 2010, p. 59). Furthermore, while females tend to be excelling academically in higher education, the number of women choosing computer science and engineering programs has not increased in the last decade, and in some cases it has decreased (Jenson & de Castell, 2010, p. 53). Hamlen (2010), in her study on video game play and feelings of success, found that girls felt just as competent as boys at gaming but chose not to play as frequently. Alternatively, boys were found to have increased feelings of success from increased play time, suggesting possible biological bases for an increased sense of reward from achievement (Hamlen, 2010).
Unwelcome Boys
In December 2010, The Globe and Mail unfolded a six-part series entitled Failing Boys. The article purported that the academic success of girls, measured in numbers of girls graduating with post-secondary degrees, is a result of overcompensating for historical shortcomings in representing female experiences with success (The Globe and Mail, Part 1, 2010). The report pointedly cites that boys are falling behind girls in “every measure of scholastic achievement and more likely to be picked out for behavioural problems” (The Globe and Mail, Part 1, 2010). Such eyebrow-raising information leads teachers and educational researchers to question the differences between boy’s and girl’s experiences in school. What can be done by teachers to fill the gender gap?
This is the question the Ali Carr-Chellman has taken on in her research on how to better engage boys in school culture. In her 2010 TED talk (see below), she poses her ideas on why boys are falling behind and how technology can be used to re-engage them in learning. Carr-Chellman (2010) outlines three reasons for the disengagement of boys in school: zero-tolerance policies, fewer male teachers, and a compression of the curriculum resulting in the suppression of movement, noise, and distractions.
This is the question the Ali Carr-Chellman has taken on in her research on how to better engage boys in school culture. In her 2010 TED talk (see below), she poses her ideas on why boys are falling behind and how technology can be used to re-engage them in learning. Carr-Chellman (2010) outlines three reasons for the disengagement of boys in school: zero-tolerance policies, fewer male teachers, and a compression of the curriculum resulting in the suppression of movement, noise, and distractions.
What does this mean for ECE?
Teachers of young children need to continue to focus on engaging children in learning that involves technology. While many types of technology initially appeal to boys, Salminen-Karlsson (2007) found that girls would find ways to modify these technologies in ways that appealed to them (p. 1025). For example, using colours they liked, using tools for social interaction either online or in personal discussions, and bonding with their instructors over discussions about the technology. Additionally, Carr-Chellman (2010) proposes perspective-taking as a solution to re-engage boys in learning. Since the overwhelming majority of ECE school teachers (93% in general elementary) are female, there remains a lack of understanding of boy culture that can be overcome by practicing metacognition and perspective-taking (Carr-Chellman, 2010). Furthermore, Carr-Chellman (2010) argues that this awareness of boy culture will lead to an acceptance of boy culture at school. Some solutions to filling the gender gaps proposed by Turja et al (2009) include equal access for boys and girls to activities, materials, and centers, reaching out for technological supports on how to increase variety, and teacher engagement in self-reflection (p. 364). Additionally, Jenson & de Castell (2010) encourage educators to focus on a range of possibilities for gender based play rather than playing into stereotypes specifically (p. 62).
