1. Technology in Education LSIS 5614 Assignment 4 Yvonne Ward

2. Resources  Scheckelhoff, T. (2006). Girls & Technology: How Can We Support Girls in Integrating Technologies More Fully in Their Learning. Library Media Connection, 25(1), 52-55. Retrieved from EBSCOhost.  Farmer, L. (2008). Learning on the Move: Making Technology Appealing to Girls. (Cover story). CSLA Journal, 32(1), 19-21. Retrieved from EBSCOhost.

3. Learning on the Move (2008) states…  Females lag behind in technology careers and have less technological self-confidence  Young girls are comfortable with cell phones and other hand held communication devices.  This comfort with hand held devices can be used by libraries to build interest and skills in technology in girls.

4. Features of Mobile Devices  Functions for Education: Text messaging, audio media communication, recording image capturing, recording/documentation/arching ability and internet access  Challenges of Mobile Devices:Stable Internet access, battery endurance, low- resolution images, poor sound quality and need of teacher training.

5. E-learning and Girls  Article states that girls' ability and self- confidence increased with regularly practice in school with equipment.  The small size makes the technology less threatening.  The devices facilitate human interaction  Affirms the importance of multiple perspectives and relationship-rich learning.

6. Educational Issues  Ideally, the students would have the device 24/7, allowing for anytime learning, a sense of ownership, and personal learning space to control her own learning habits.  Mobile devices facilitate public learning space, which speaks to girls’ desire for communication.  Girls like to build relationships, so education and recreation are likely to coexist successfully with devices

7. Implications for Librarians  Devices already in circulation: MP3 players, laptops, always play audiobooks, digital cameras, and e-books  Single-gender training to foster collaborative support and development  Expand instruction to school community to demonstrating how to use device as well as suggesting effective ways to incorporate it into curriculum-based learning activities.

8. Girls and Technology (2006)  Research reveals that girls are not as attracted to computers as boys and lose opportunities for developing technology skills.  Girls do not consider computers as meaningful learning tools  Computer science classes consisted mostly of males.  Majority of software and games are designed for boys  Girls see technology as a tool to accomplish a task while boys viewed computers as recreational

9. Factors that Influence Girls’ Technology Skills and Attitudes  Girls’ early play experiences contain fewer opportunities to work with toys that involve spatial manipulation which impacts spatial tasks like computers  Girls use their cortical areas of their brains more for verbal and emotive functioning and boys use their cortical areas more for spatial and mechanical functioning  Girls use computers for different things than boys  Girls like small groups and working together, and technology is often an individual activity

10. Talkative boys and Teachers  Teachers respond more frequently to boys than girls, saying that girls are less vocal  Girls are not given as many opportunities to engage in critical problem solving  Only 11 percent of teachers received any technology training in how to integrate meaningful technology in their classes.

11. Strategies for Improving Girls’ Technology Skills, Abilities, & Attitudes  Girls respond favorably to positive reinforcement  Teachers and mentors must provide learning opportunities that enable girls to support and benefit society  Teachers must create inviting technology classrooms and encourage girls to use technology in a variety of ways.  Girls respond more favorably to technology assignments that ask them to use real- world data and situations that need solutions.