Purpose -Focusing on gender as an aspect of diversity, the purpose of this paper is to review social studies research on technology, and suggest a new direction, with gender redefined from a gap to be eliminated to a difference to be explored. Design/methodology/approach -This paper is a literature review of research on gender, technology, and social studies from 1987 to 2007. Findings -Previously, men had more access and used more types of technology than women, but a shift to web-based computing eliminates some gender gaps. Women dominate online communication.Although "male" technology culture interferes with girls' self-efficacy in schools and potential computer careers, the new Web 2.0 "participatory culture" holds promise because it relies on collaboration and networking, two well documented female strengths.Research limitations/implications -The gap notion of gender is questionable because: technology culture has been constructed as male; and social studies education, where women greatly out number men, pays little attention to gender. Evidence suggests that girls and women use technology well when it serves their interests, which may not be the same as men's. Defining gender as difference helps researchers answer calls to integrate "21st century literacies" into future studies and put gender equity at the center of future technology policy. Originality/value -Very little has been written about gender as a facet of multicultural social studies education in its relation to social studies.
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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