Women and Technology, Upon Reflection: Linking Global Women’s Issues to the Digital Gender Divide in Urban Social Studies Education

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Author(s): Judith Cramer (Columbia University, USA)and Margaret Smith Crocco (Columbia University, USA)
Copyright: 2010
Pages: 19
Source title: Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA)and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch011

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Two collaborating urban university educators document their evolving understanding of the ways in which technology, gender and social studies intersect to challenge traditional assumptions in teacher education. The “male” culture of computing, notoriously unfriendly to girls in schools, is part of a well-documented digital gender gap. Though teacher preparation curricula often make little reference to gender, most American education students are female, and are taught by females in a profession often referred to (derogatively) as “feminized.” Through their efforts to infuse technology in a course on global women’s issues, and in the surrounding pre-service master’s degree program, the authors learned to see the role of digital technology in new ways. Joining the subject of female empowerment worldwide to issues of technology access, use, and culture in schools, they used research on the digital gender divide to expand technology’s role in their curriculum from mere method to essential course content.

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Women and Technology, Upon Reflection: Linking Global Women’s Issues to the Digital Gender Divide in Urban Social Studies Education

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