Gender, 'Discourse,' and Technology. Center for Equity and Diversity Working Paper 5.

This paper identifies and discusses the connections between the way individuals frame their world based on the language they use and the impact of language and stereotyping on the perception that computer technology is primarily for certain individuals. The study explores how some of the dimensions of the language of computers and technology, computer culture, and computer-based activities are inextricably linked to the language and culture of mathematics which has framed a particular way of thinking about computer technology. The document discusses an array of anecdotal evidence and research findings supporting the contention that technology education carries with it the biases and beliefs of the society in which it operates. The use of computers often exacerbates inequities for students of color and poor students rather than act as an educational panacea. However, a broad understanding of this cultural context can be used to begin to change the culture of the classroom and school to respond better to the educational needs of the broad range of students who traditionally do not succeed. Questions are raised regarding, how to make technology engaging for both males and females and how can a new approach to technology support a democracy? The document concludes with a number of approaches to creating classroom changes. These include increasing the opportunities for girls to engage in technology-related activities, working with more collaborative activities, giving students' more control over the activities that they work on, and changing patterns of discourse. (MJP)