This document discusses increasing female participation in ICT at Somerset College. It notes that ICT jobs are in high demand but female participation is declining. The school has implemented several initiatives to address this, including an all-girl ICT competition, connecting students with female mentors in the industry, and promoting ICT subjects to highlight their benefits. Evaluation found the number of girls electing ICT subjects doubled and qualitative feedback was positive, indicating the initiatives are helping boost girls' interest in ICT.
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Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
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This presentation outlines why schools should undertake digital transformation and how to do it,
The presentation was given at the ISC Digital Strategy Conference at Radley College Oxon UK on Thursday 29th November.
Workplace learning has changed dramatically in the past ten years and technology has been the primary driver of that change. However, it has not necessarily been learning solutions supplied by organisations that have been the game-changer. The way that technology has enabled workers to self-direct their learning has been the significant factor. Whether it’s been fully acknowledged or not, this has dramatically changed the learner’s relationship with L&D.
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A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
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IAO presents its Second edition of the year 2017. "Accreditor" has always been designed to serve the higher education community. We are committed to providing educational excellence among institutes, teachers, professionals and students.
In this edition, you will get a chance to read about different educational issues, needs and advice for the students. We believe that you will enjoy reading this edition.
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How to build a #FutureSchool: The key to Digital Transformation in SchoolsMark S. Steed
This presentation outlines why schools should undertake digital transformation and how to do it,
The presentation was given at the ISC Digital Strategy Conference at Radley College Oxon UK on Thursday 29th November.
Workplace learning has changed dramatically in the past ten years and technology has been the primary driver of that change. However, it has not necessarily been learning solutions supplied by organisations that have been the game-changer. The way that technology has enabled workers to self-direct their learning has been the significant factor. Whether it’s been fully acknowledged or not, this has dramatically changed the learner’s relationship with L&D.
In this slideshow, David James (former Director of Talent, Learning & OD at Disney) examines the empowered learner, the modern learning environment, and what this all means for the modern L&D function.
Digital Technology - Where is the learning?
Keynote presentation at the SCSSA Conference" Information and Communications Technology in the Classroom: Making a Difference to Pupil Learning Thursday 13 November 2014
The John McIntyre Conference Centre, Edinburgh
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
IAO presents its Second edition of the year 2017. "Accreditor" has always been designed to serve the higher education community. We are committed to providing educational excellence among institutes, teachers, professionals and students.
In this edition, you will get a chance to read about different educational issues, needs and advice for the students. We believe that you will enjoy reading this edition.
Erma Anderson - Why Math Instruction has Changeduasdubai
Erma Anderson met with parents at Universal American School of Dubai on January 12, 2016. She shared research explaining why math instruction has changed.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Learning for digital natives by Lukas Ritzel, SwitzerlandLukas Ritzel
Talk at 4th GERA conference at Khalsa College of Education, Amritsar in November, 2015 on the theme "EDUCATION: WITHIN AND BEYOND THE CLASSROOM" by Honorary Member - 1 Lukas O Ritzel, Accenture, Guest Professor with HWZ, Grenoble Graduate School of Business, Harvard, Speaker TEDx, Lucerne http://thegera.in/
With help of some 3 brightest young India professionals which I am proud to know and call friends > Shweta, Gautam & Kaushal
Inspire, Improve and Impact!
AWOW International Girls Leadership Initiative is helping young women and girls in Rural Ghana learn computer programming and coding.
"Empower a girl to change the world"
www.awownow.org
Inspire, Improve and Impact!
AWOW International Girls Leadership Initiative is helping young women and girls in Rural Ghana learn computer programming and coding.
"Empower a girl to change the world"
www.awownow.org
Two Grade 9 girls were given Arduino kits to play around with for 4 weeks (9 lessons). The girls were told to explore, create, inquire, think critically and develop a simple introductory guide for other students. This is one girl's guide.
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Leading Girls into ICT: Increasing female participation at Somerset College (v.2)
1. Increasing female ICT participation at Somerset College
Elke Schneider
DigitalTechnologiesTeacher
Somerset College
@elketeaches
LisaThomson
Dean of InformationTechnologies
Somerset College
ACER EPPC 2017 Presentation
https://elketeaches.wordpress.com/presentations/eppc
2. ICT Professionals are listed on the 2016 Australian Skills
Shortage List.
Recruitment difficulties
Increasing the need for Australian businesses to offshore and
hire international ICT Professionals
2/3 of new jobs relate to computing (not just ICT Professionals)
70% of jobs will be impacted by automation (FYA, 2015)
>50% Australians need Digital Literacy skills in their jobs
(use, configure or build digital systems) (FYA, 2015)
Australian DigitalTechnologies Curriculum is focused to
prepare our youth for this future of work
3. “Resistance to diversity and
inclusion is stifling
innovation and creativity,
and this inertia is debilitating
our leaders and their visions
of our technology futures.”
(Me Program, 2016)
National economic growth
Gender equality
Improving future employment opportunities for
women
4. There is a severe gender imbalance in female
ICT participation at school, University and in
the Industry
Female participation in University Computer
Science has steadily decreased since the mid
80’s (Zagami, Boden, Keane, Moreton, & Schulz, 2015)
▪ 37% peak in the mid 80’s; 18.8% in 2014
Female participation in Senior High School
Computing Subjects is also declining rapidly
5. 84% of purchasing decisions are made by women
(Chadwell, 2017)
Women are 34% more likely to purchase within apps
(Shaul, 2016)
47% of video game players are female (Brand &Todhunter,
2015)
Only 19% of employees in the AustralianVideo
Game Development industry are female (IGEA, 2016)
Tracy Chou’s public Google Spreadsheet included
data from 84 tech companies. (Chou, n.d.)
Results: approx. 12% women software engineers
6. Our young women often believe
the stereotypes
‘Computers are for boys, nerds
and geeks’
It’s hard to argue that these
stereotypes are FALSE when the
IT Industry clearly has a gender
imbalance
▪ Dealing with sexism in the
workplace is a real threat,
especially in a male-dominated
environment. I have personally
experienced this in the IT
industry and as an ICT educator.
7.
8. Culturally prescribed
gender stereotypes are
deeply embedded
socially at a young age
It is especially difficult to be
seen as socially different
during adolescence when
young girls typically just
want to ‘fit-in’
Girls’ initial ICT beliefs
reduces their motivation
to pursue study in ICT
Daughter learns how to solder and program a
home-built drone. Men can actively help
change social stereotypes.
9. Ethics of Care approach
I view care and relationships as a fundamental
aspect of education.
This takes time & energy but the result is always
positive!
This approach tends to easily align with:
▪ A student-centred approach by understanding the
needs of students and empowering them to learn and
make decisions about their own learning
▪ A cyclical focus on feedback and improvement.
10. I am a woman in
technology and I love
it!
Fun, energetic, smart,
curious, sharing and
caring
I promote this in the
classroom, at breaks,
on camp, to parents,
and to my professional
learning network (PLN)
I network with women
in the IT industry and
connect them with my
students
11. All girl ICT and Entrepreneurial competition
Design & develop an app to help their community
Collaborative; creative; teamwork; social; fun!
Weekly access to female mentor role-models that
work in the IT industry (eg. Suncorp,TechnologyOne &Vodafone)
The girls realised that
ICT is a people-
oriented profession.
They learned that ICT
can be used to help
people and their
community.
12. This image is of a Skype meeting with oneTech
Girl group and their TechnologyOne mentor:
• The girls asked their mentor about why she
wanted to work in the ICT industry. They also
asked her about her family.
• Their mentor gave the teams excellent tips &
app examples
• She has also encouraged them all to use Slack
• All the teams think this mentor is “awesome”
& “cool” because she is funny, smart and also
won the recent AngelHack event in Brisbane
http://angelhack.com/angelhack-global-hackathon-series-brisbane/
Tech Girls are excited when they
connect with a female ICT industry
mentor
They can ask their mentor about
their work and friends.
A great opportunity for girls to see
that working in the ICT field can be
fun and very rewarding.
Each mentor brings a wealth of
expertise and insight into current
technology trends and business.
13. Promote the benefits of ICT, especially girls’ participation
in ICT
Tell students about what they will learning in the ICT
subject.Take the time to let them know that it’s fun,
creative and collaborative learning.
Tell parents
Make sure the whole-school is aware of what’s going on in
the ICT subjects
Submit articles to the school’s newsletter and include
great photos
Use social media (blog,Twitter, Instagram, LinkedIn,
Facebook) to promote and share what you are doing.This
is also a great way to network with ICT professionals and
other ICT educators; you’ll also gain helpful advise and
resources.
14. Quantitative result: students may elect the 9IT two-year
subject at the end ofYear 8
The total number of students electing 9IT almost doubled and
the percentage of girls participating increased
Qualitative result: girls have reported that using, learning
and creating digital technologies is ‘fun’ and ‘interesting’.
There was also an overwhelming interest from girls wanting to
participate in theTech Girls are Superheroes 2017 competition
Year Total Students # of girls % of girls
2016 22 2 9%
2017 41 16 39%
15. 1. How & why students use
digital technologies
2. How & why businesses and
employees use digital
technologies
3. Current digital technology
tools and uses
4. The Australian ICT
Capability and Digital
Technologies curriculum
Do you really know what authentic ICT learning means?
ICTTeachers will find it difficult to develop authentic
learning experiences if they don’t know:
16. Some schools still have “old” and
“boring” ICT subjects.Why?
Not enough time, not enough PD, not
enough care!
I have redeveloped theYears 9 & 10 IT
subjects & parts of Senior ITS
17. Great ICT teaching is not like
playing PokémonGO; you
can’t do it all on your own!
Professional Development that improves
teachers’ digital pedagogy practice cannot be
a one-off event.
Time & money must be invested.
It has to be differentiated and specific to the needs
of the individual teacher
Ideally, all teachers should have access to a skilled
Digital Pedagogy Coach/Mentor
▪ These types of roles are becoming more common
Time needs to be allocated for teachers to work
on updating ICT subjects.
▪ We’re exhausted already! Don’t expect us to magically
update subjects to be fun, engaging, current, aligned to
the curriculum and authentic, without giving us some
extra time to do it right.
18. We all have unconscious bias and we use
stereotypes all the time
People’s views and unconscious bias are often formed early
in life through socially prescribed stereotypes
Unconscious bias is reinforced by our experiences and our
environment
GitHub study about women coders highlights bias
The study suggests that women are more competent
coders overall, but ONLY when they hide their gender
(Terrell et al., 2017)
19. Schools should run unconscious bias
awareness training
One-time training doesn’t work!
Real success comes from training that
is run over a period of time and
requires that the individual starts to
identify their own bias and actively
learns to change their personal
viewpoints
This training is common in large
organisations
20. 1. Ensure collective
understanding of the moral
imperative
2. Understand what the research
says around girls and ICT
3. Understand via the research
whyTech Girls is a success
4. Whole school action both in
and beyond the classroom and
across all ages on how to
implement the lessons from
Tech Girls
5. Measure and track the success
of our initiatives
21.
22. What is the current
research saying.
Girls socialise more
frequently via social
media whereas boys via
games.
But girls game - not just
on mobiles but a range
of platforms.
Girls game – but more
often alone, without
chat, offline.
23. They game
They often don’t know anyone
who works in IT
Some in 2016Tech Girls did have
female role models in IT
They want to succeed
They enjoy working
collaboratively and with friends
They use technology as
consumers more than boys
They are articulate about what
they do
They enjoy the multi-faceted
side ofTech Girls – everyone
contributes their strengths
They enjoy the supportive
environment ofTech Girls and
find it fun
24. IRIS study:A report prepared for
Australia’s Chief Scientist from first
year university STEM students.
Outcomes –
Only 1% had been involved in a “Girls
in STEM program”
Over 80% of the females who had
been involved rated as having been
encouraging or very encouraging in
their decisions to take a STEM course.
Girls reported lower self-efficacy in
STEM subjects but felt the above was
helpful in addressing.
Recommendation from report –
sustainable programmes, industry
links, and in place beforeYear 11 and
12 subject selection.
25. Students identified
strategies:
encouragement in different
forms
targeted programs for girls
addressing cultural
stereotypes around doing
ICTs
female role models at all
levels
gender inclusive promotion
of subjects and their outlines
information about future
careers
26. UK study: 60 percent of 12-
year-old girls believe that ICT
and STEM subjects are too
difficult to learn
Same study: girls perceive
ICT as a subject as boring
Yet - recent UK survey shows
IT is new favourite subject for
6-12 year olds.
How do we keep the subject
relevant for girls from 12-15
years of age?
Critical juncture is the middle
years.
27. We have had to acknowledge this
and that there is a moral
imperative to move forward with
sustainable change.
There are many different factors.
We need programmes and units
that involve active learning and
disrupt the traditional narrative.
Girls want to be creative, social,
are natural “makers” and
passionate about social justice
issues.
We need to encourage risk, and
“doing”, which doesn’t always
mean perfection.
Our Ration After Intervention
Our Ratio Before
Intervention
28. Entrepreneurial
Collaborative and social
Creative
Multi-faceted
Focus on a real problem in
society/social justice
Girls as powerful agents of
change
Safe and girl only
environment for new
narrative
Self-efficacy cycle
29. Self concept of ability and
self-efficacy has direct
correlation to further studies
in ICT and consideration as
career choice.
Need opportunities to
address.
Performance in subject and
self-concept/self-efficacy can
be different – it is about
perception and confidence.
OurTech Girls from 2016 talked about
the increased confidence thatTech Girls
gave them in IT.
30. Not enough for girls “to do” ICT in girls only
environment – need to mainstream within our
context.
Future in a knowledge economy needs
computational thinking and 21st century skills
Our programs must value producing with ICT
over consuming ICTs
Our programs need to position learners to see
themselves as explorers and producers.
Key Questions -
How do we ensure girls are positioned to see
themselves as producers of ICT?
How do we ensure that our practice is
genuinely inclusive?
31. Focus is on creating solutions and
ways of thinking.
Provides impetus for widespread
changes across all year levels
Has been important to take
lessons fromTech Girls and
research into mainstream classes.
Review and rewrite of subject
from Pre-Prep toYear 12 needed
to consider girls proactively –
design for all genders.
Important to reference practical,
relevant and exciting applications
that appeal to both girls and boys
32. Inclusive pedagogy is
needed in mainstream,
not just inTech Girls
Girls learn by “doing” in
a safe, low-risk
environment.
Girls need to be
encouraged to not
always need to be
perfect.
Girls need to be
encouraged to take risks
and share
33. Ensuring it starts young
Focus on pedagogy and soft
skills, not just discipline content
In a revitalisation of subject area
across all year levels -
Using Ozobots and Ozocodes (Year
2 unit involves colouring with
ozocode to code.)
Create units that include “making”
(Year 3 Ozobot costume design
in game making unit.)
Create units that focus on social
justice (e.g. new unit withYear 5
PYP Exhibition).
Ensure opportunity for projects to
reflect personal interests (Year 6
Coding unit).
34. Existing ICT Clubs
Senior School Robotics Club –
all boys
Year 4 Coding Clubs – 1:4 ratio
girls:boys
2 newly offeredYear 6 Clubs
Making with IT
Coding Club
Offer makerspace one off
sessions
“Ada Lovelace Day
Breakfast” – multi-age girls in
STEM events with women
working in IT in College plus
guest speakers also.
35. Year 8 becomes a critical juncture
with electives inYear 9.
Research shows girls’ subject choices
influenced by
their hierarchy of interests
self-concept of ability
self-efficacy beliefs relating to ICT
the influence of parents
friends also doing the subject
We need to promote women in STEM
in as many ways as possible to all
stakeholders.
We need to provide access to female
role models in IT.
We need to provide quality
information on ICT careers
Tech Girls has positive influence in all
areas and targetsYear 8 students.
Our students when surveyed on what
are the top influences in choosing a
subject.
36. We need to promote
women in STEM in as
many ways as possible to
all stakeholders
Seek to normalise women
in IT (50% of our ITTeam
are female, 57% of our IT
teachers are female)
We need to provide access
to female role models in
IT.
We need to provide
quality information on ICT
careers
37. Academically high-performing
friends has a large impact
Within same-sex friendships,
the narrative of girls in STEM
subjects changes
Personal relationships where
there is proficiency in ICTs has
a strong effect on girls
selecting ICT
OurTech Girls developed
friendships within and in 2017,
they “reached back” and
brought their friends in.
OurTech Girls identified that one of the
best thing aboutTech Girls was working
with your friends.
38. Tendencies of female friendships -
more intimate, affectionate,
supportive, encouraging, and
concerned with identity
Provide opportunities for girls to
develop their positive self-concept of
ability in a social setting
Create a social context for girls to
“lean in” and “reach back” – industry
mentors vital part of the success
Relationships matter – build them
Make females in IT visible and
approachable (e.g. one of our female
ITTech Support Assistants referees
netball for school sport, I teachYear
2 ICT)
Seek to normalise women in IT (50%
of our ITTeam are female, 57% of
our IT teachers are female)
39. Give credibility and
status through
traditional and non-
traditional means.
Email to students to
participate in surveys
Newsletters and social
media
Presentations at Assembly
Promotional videos
Host lunches and functions
Others provide support in
different forms and visit
Acknowledge roles of
female mentors
40. We need to keep tracking
success of initiatives
Initial survey conducted,
along with interviews
We need to continue to
review our programs and
school culture
The best time is now to
increase female
participation in ICT
Editor's Notes
- A brief background on Somerset College – co-educational, 1500 students from PP to Year 12.
- Intro about Elke
- NOTE webpage -> please comment with your feedback and questions
- Connect with me @elketeaches on Twitter, LinkedIn & Instagram
- Join QSITE!
Females, STEM and ICT are on our agenda! The push comes from Governments, Education Systems, Businesses, the Media and parents.
New buzzwords: ‘Coding’, ‘Startups’, ‘Innovation’ & ‘Girls in IT’
Australian Government. (2017, March). Skills Shorage List - Australia. Retrieved from Department of Employment: https://docs.employment.gov.au/node/7770
FYA. (2015). The new work order: ensuring young Australians have skills and experience for the jobs of the future, not the past. Foundation for Young Australians. Retrieved September 10, 2015, from Foundation for Young Australians: http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf
Me Program. (2016). Dr Jenine Beekhuyzen. Retrieved from Regional Development Australia: http://www.meprogram.com.au/stem-conference/jenine-beekhuyzen/
Zagami, J., Boden, M., Keane, T., Moreton, B., & Schulz, K. (2015). Female participation in school computing: reversing the trend. Australian Educational Computing. Retrieved from http://digitalcareers.edu.au/wp-content/uploads/2015/04/Female-Participation.pdf
37% peak in the mid 80’s; 18.8% in 2014
The numbers don’t add up! What if technology, apps, games and artificial intelligence were developed by a diverse set of people that represent the whole of our society? Currently there are ethical concerns, especially in game development and artificial intelligence, directly linked to the overwhelmingly male software developers and engineers that are developing our future technology. Too many video games are perpetuating negative female representations that normalise sexualising women and stereotyping them as objects and less intelligent. The future of artificial intelligence may be ethically unfair due to the well-publicised ‘white guy problem’, where unconscious bias related to sexism, racism and other discriminations could be written into the machine-learning algorithms (Crawford, 2016).
Brand, J. E. & Todhunter, S. (2015). Digital Australia 2016. Eveleigh, NSW: IGEA.
Chadwell, T. (2017). [video] http://www.ibtimes.com/how-women-are-building-future-promoting-diversity-blockchain-2541492?es_sh=7171b2a9462f3da0dabf5108e2935ee5&es_ad=80274
Chou, T. (n.d.). Women in software engineering stats (public Google Spreadsheet). https://docs.google.com/spreadsheets/d/1BxbEifUr1z6HwY2_IcExQwUpKPRZY3FZ4x4ZFzZU-5E/edit#gid=0
Crawford, K. (2016, June 25). Artificial Intelligence's white guy problem. Retrieved from The New York Times: https://www.nytimes.com/2016/06/26/opinion/sunday/artificial-intelligences-white-guy-problem.html?_r=0
IGEA. (2016). Australian game development industry a significant export opportunity. http://www.igea.net/2016/12/australian-game-development-industry-a-significant-export-opportunity/
Shaul, B. (2016). Liftoff: Female App users 34% more likely to purchase than males. http://www.adweek.com/digital/liftoff-female-app-users-34-more-likely-to-purchase-than-males/
Maybe briefly discuss the sexism I have experienced in and the IT profession (both in Industry & Education). The most common problem, related to unconscious bias, is the way male colleagues/leaders tend to put me in a position where I feel the need to justify and list my accomplishments, experience etc. to continually prove that I am worthy. Men in IT are generally taken at their word, they don’t need to prove that they are basing what their saying on years of experience, study, knowledge & skill. This is a common complaint from women in IT, women in leadership and women in Engineering; basically any environment that is male-dominated.
A caring encounter, thus, has three elements according to Nel Noddings:
1. A cares for B – that is A’s consciousness is characterized by attention and motivational displacement – and
2. A performs some act in accordance with (1), and
3. B recognizes that A cares for B.
Noddings, N. (2005). Caring in education. Retrieved from infed: http://www.infed.org/biblio/noddings_caring_in_education.htm
Make the point that I also run other competitions that are not gender specific. This ensures that I also cater for boys.
Advance Qld: Young Starters’ Competition
STEM Video Game Challenge
GC Mayor’s Telstra Technology Awards
GROK Learning – Python programming
QSITE DigiTech Challenge
We now have more girls visibly participating in 9IT and ICT competitions.
These girls act as role-models for their peers and younger girls within the school.
It also helps change the gender stereotypes related to girls participating in IT at this school.
Do ICT Teachers have this knowledge? Go one step further….shouldn’t ALL teachers have this knowledge? How will they get this? Teachers don’t just need digital tech tools and software PD, but they also need to learn about how students use technology etc.
Why is authentic ICT learning important? We want to engage students and we need to work especially hard to continue to engage girls in ICT.
LIMITATIONS - potential issues when implementing a process to increase girls’ participation in ICT study
Education degrees include courses on identity, Indigenous Australians and diversity. Not many 1-year Postgrad Education courses cover unconscious bias in an in-depth manner.
Terrell J, Kofink A, Middleton J, Rainear C, Murphy-Hill E, Parnin C, Stallings J. (2017) Gender differences and bias in open source: pull request acceptance of women versus men. PeerJ Computer Science 3:e111 https://doi.org/10.7717/peerj-cs.111
I communicated with one of the co-founders of Diverse City Careers about this type of training. She told me that one-time only training does not work!
Deep-investigation of individual viewpoints, identifying individual bias and understanding how they impact minorities takes time.
Skills in the 21st century – to think critically, to express themselves clearly and persuasively, to solve complex problems, to be creative.
Skills in the 21st century – to think critically, to express themselves clearly and persuasively, to solve complex problems, to be creative.
Refer to interviews and survey results. Include audio snippet of interview.
Tech Girls meet these goals
In university, continues to be only 20% girls
In our Year 4 Code Club, 20% girls.
In our Senior School Robotics Club, 0% girls.
In our Year 9 and 11 classes prior to this year, at best 20%, sometimes 0%.
Now seeing 39% in Year 9 IT
Girls have often been socialised to see ICTs as the domain of males, the domain of nerds and “a focal point for the undesirable elements of male culture”, in turn with a perception of male bias in software and games.
Trailblzers versus normalised.
Five Minds for the Future – disciplinary skills + problem solvers = computational thinking.
Skills in the 21st century – to think critically, to express themselves clearly and persuasively, to solve complex problems, to be creative.
The Tech girls as a programme that was targeted at Year 8+ girls to give them experiences in ICTs that might increase its place on their hierarchy of interests, be visible to parents and increase their knowledge and perceptions of ICTs and their uses and potential careers. The programme needed to be also social and include friendship groups and acknowledge the importance to girls of these support mechanisms and we hoped improve student’s self-concept of their ability and their self-efficacy in ICTs. By targeting in the first year, Year 8 students, we were targeting the year group that mid-way through the year would need to start preparing to select their elective subjects, including IT, for the first time.
Not only did we see a correlation between participation in Tech Girls and the likelihood of selecting IT as an elective subject, but that there was a wider influence on girls that had not participated in Tech Girls selecting IT as an elective subject.
The Tech girls as a programme that was targeted at Year 8+ girls to give them experiences in ICTs that might increase its place on their hierarchy of interests, be visible to parents and increase their knowledge and perceptions of ICTs and their uses and potential careers. The programme needed to be also social and include friendship groups and acknowledge the importance to girls of these support mechanisms and we hoped improve student’s self-concept of their ability and their self-efficacy in ICTs. By targeting in the first year, Year 8 students, we were targeting the year group that mid-way through the year would need to start preparing to select their elective subjects, including IT, for the first time.
Not only did we see a correlation between participation in Tech Girls and the likelihood of selecting IT as an elective subject, but that there was a wider influence on girls that had not participated in Tech Girls selecting IT as an elective subject.
Newsletters, promotional videos, present at Assembly and give highest status you can, put on lunches