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We've explored a few theories and several cultural norms that define why we still have a gender equity problem in educational technology. I'd like to summarize key findings that will better inform possible solutions:

• "Doing Gender" - Females assert their femininity by avoiding male dominant activities or professions.
• Domain Identification- Females must perceive they have recquisite skills and that they "belong". Marginilization results in digital exclusion and the cultural fallacy that technology remains a male domain.
• Prototypes - Both males and females construct mental models for different professions based on cultural and gender biases; often, the models become "reality" as they mirror these biases.

We may now have a better understanding of how the gender divide has taken root; especially, if we too consider how pedagogical practices play a part. To look at solutions, we need to address how girls tend to use technology. The key usages for girls involve:

• Girls use the Internet and computers in a more social context (Lenhart, et al., 2007) (Christie, 2004).

               They seek teacher approval for their ability.

               They prefer to work with people and enjoy collaborative projects using technology.

               They use technology more as a communication medium.

• Girls do enjoy gaming but with more "girl friendly" contexts (Zauchner & Zens, 2007).

Now the tricky part...the solutions need to begin, ideally at home, but also in the classroom by drawing on what girls "do" with technology so that teachers may help interrupt the cycle wherein girls buy into longstanding prototypes and resort to doing gender as adults. We want to open their world to the possibility that yes, girls, can excel at computers and still retain their femininity. To achieve that we need to de-marginilize young women, so they feel a sense of belonging and identify computer science as an equally valid domain for both genders.

Solutions

Classroom Practices

Building Communities