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Gender Diversity: Using Information Technology in Today’s Classroom.

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3339 words
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Gender Diversity: Using Information Technology in Today’s Classroom.

What happens when your education is different from mine? When does that invisible line get erased; When youth’s, adolescent’s or adults, male or female encounter the same unique education being taught with nothing being held back just because of gender. In today’s society, teachers and students are connected by using information technology to help expand their knowledge on the issue of gender diversity in the classroom. Gender diversity is not an issue in the United States that just gets swept under the carpet, it’s greater than that, it’s something that has become a worldwide concern affecting the ways in which students are educated in most schools. Issues of diversity are not new.

In fact, “contracting communities are faced with this topic a little too regular, meaning it’s time for change” (Sunderland, 2002). As the reader of this document you will discover the true definition of gender diversity, how it has affected students in numerous ways, what techniques have become greatly appreciated when reaching teachers and students inside of the classroom curriculum, various approaches toward change, a complete understanding of digital divide, a shine of hope and dedication, while striving for a new day.

“Gender differences in ways of learning have been described by researchers observing children as young as three” (Tannen, 1990). When children are young they tend to fight and argue about the same play item. Amazingly, today whether the fighting and arguing is about toys, friends, etc. it’s more about computers and the ways in which people learn relating to gender differences. Every day in our society, there is given a dominant role to which peop...

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...ealth Journal. Teachers College Record, 105 (2), 1-21.

Risman, B (2003). Gender & Society: Valuing all flavors of feminist sociology. Sociology, 17, 659-663.

Schank, R. (2003, November). FUTURE PERSPECTIVE- A Vision of Education for the 21st Century. Retrieved November 9, 2003, from http://www.thejournal.com/magazine/vault/A2598.cfm

Sunderland, J. (2000). New Understandings of Gender and Language Classroom Research: Texts, Teacher Talk and Student Talk. Language Teacher Research Journal, 4, 149-173.

Tannen, Deborah. (1990). You Just Don’t Understand: Women and Men Conversation. New York: Ballantine Books.

Babbie, E. (1999). The Basics of Social Research. California: Wadsworth’s.

This book was an overall review of research performed in the past and present by both women and men about the success and downfall of diversity in education.

In this essay, the author

  • Opines that as the examination processes increase in size, girls and boys in different areas of study remain at a standstill. technology use itself is biased towards the needs of males.
  • Opines that a better educational system would be one in which males and females are treated as individuals, not as stereotypical male or female.
  • Explains that students are waiting for teachers whose practice embraces the best that technology can bring to learning in regards to gender diversity.
  • Analyzes harmon, a., "training for teachers becomes priority", new york times, july 3, 2000.
  • Explains that this book was an overall review of research performed in the past and present by both women and men about the success and downfall of diversity in education.
  • Argues that gender diversity has become a worldwide concern affecting the ways in which students are educated in most schools.
  • Explains that gender is a social structure that has its origin in the development of human culture, not in biology or procreation.
  • Opines that gender bias affects learning, and argues that teachers need to understand the concept of gender sensitive information technology.
  • Explains the role of technology in widening social gaps in society.
  • Opines that technology should not be added as a barrier to education with other existing barriers. information technology is crucial in expanding the walls of the physical classroom to create learning.
  • Concludes that gender diversity is more than an issue, it's becoming part of life because it has survived so long. teachers have come together supplying students with all information needed to achieve.
  • Cites byrnes, d., bogus, r. j, & landau, i. s. (eds). the diversity factor. virginia: cross.
  • Cites lewin, t, woldorf, patterson, risman, schank, and tannen, deborah.
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