Teaching Technology With Gender In Mind
Differentiation is a recent buzzword that is surfacing in education. Classrooms are filled with students that have various levels of learning capabilities and comprehension abilities, yet the teacher is still required to meet the needs of every student equitably. Educators focus so much on trying to use the latest technologies to engage students, improve academics, and prepare students for 21st century careers. However, are we putting enough effort into making sure that our initiatives are properly adjusted to meet the needs of male and female students efficiently? There are an overwhelming number of studies done to emphasize the differences between boys and girls, how their brains work, social concerns, physical developments, and other factors that contribute. However, as teachers plan curriculum, there really isn’t a priority to disseminating whether the instructional procedures and technology integration meets those needs of each gender.
Through my own research I have learned that technology is an essential part of teaching students today. There is overwhelming data within my study to show that students respond better when technology is integrated into
the lesson. However, as with any teaching method, varying the instructional method is
Article by Christopher Dodd
just as equally important. I found that generally students get bored quickly, lose attention and focus, and are continually distracted. However, while technology is an essential way to reach students, I also found that males and females do respond differently to technology integration.
In regards to gender, I have found that many female students excel at using technology, yet they often have a negative acceptance of technology. For various reasons, female students in my classes generally lack confidence in their ability to be efficient with technological advances. Knowing this, educators must help build self-awareness and self-acceptance skills with female students so they can achieve even higher. The data in this study also showed me that while male students are generally eager to use technology and feel overly proficient in its use, the assessment scores and content retention is much lower than the perception they have of their achievement. For male students, educators need to make sure that more focus is on how they use technology to accurately meet the needs of the lesson. Redirection with male students might help them become more successful students in the long run.
Educators already have a multitude of variables to consider when planning instruction. Gender concerns are just another addition to the factors we should consider for helping our students achieve. To many, this endeavor might
seem daunting and unimportant, yet it can drastically change the outcome of your students’ learning. Begin by surveying and identifying each student’s technological footprint. If teachers understand the perception that male and female students have toward technology then it will be easier to cater to those needs. When using technology in the classroom, make it a priority to have discussions with students in regards to the effectiveness of technology to learning. This information can greatly impact any future uses of technology in your classroom.
Generally, male and female students respond well to using technology in the classroom, but there are differences that teachers need to be aware of before they plan instruction. In some cases, offering a choice of technology use, rather than requiring everyone to use the same methods, might be the better option to meet the needs between both genders. In order for every student to reach an even higher academic level, then we must teach technology with gender in mind.