Girls and Information and Communication Technologies (ICT) K-6

While the integrated use of ICT in learning and teaching is essential for all students, many girls are falling behind their male peers in this area. Strategies involving staff, parents and students need to address this problem.

Computers do not intimidate girls, however, venturing into male dominated areas such as computer programming, computer science or computer engineering may be intimidating. Girls need to know that their approach to, and use of ICT is valid and valuable to our society. Research has shown that peer group, family, education, industry and media all affect girls' self-perceptions.

The report Real Time: Computers, change and schooling reveals that girls rely heavily upon school to learn advanced computer skills, which boys tend to learn at home. Where such skills are not taught at school, girls may be disadvantaged.

Schools can support girls in the area of ICT by:

• ensuring girls play an equal role in the classroom with ICT
• providing choices for types of ICT projects to be undertaken
• giving equal credit for design and technical aspects of student work
• ensuring equitable time is given to girls and boys for the use of ICT
• providing opportunities for students to undertake individual, paired and group work
• establishing peer mentoring programs to enable students with more advanced skills to assist the development of these in others
• providing information for students about the world of work which challenges stereotyped perceptions of suitable careers and jobs for women in the area of ICT.

Coniston Public School is integrating gender equity work throughout all aspects of school life. One program aimed to assist all K-6 students to develop positive attitudes to computer usage and particularly focussed on giving girls the confidence to access computer technology for present and/or post-school lives. This program was based on research that shows that gender based perceptions about subjects and careers persist.

• school based research was undertaken to determine whether the school situation reflected wider research findings
• school data showed that of the children accessing the computer laboratory at lunchtime 90% were boys
• explicit teaching of ICT skills across all grades took place, included internet access, development of databases and spreadsheets, use of digital cameras and publishing work for inclusion on the school's web site
• rosters were used in classrooms to ensure equal access to the computers for girls and boys
• 'girls only' computer lab days were introduced
• a wide variety of computer software was used to cater for the needs and interests of all students
• professional development took place for all staff to raise awareness of gender equity issues and to provide ideas for teaching and learning programs to incorporate ICT usage.

• a greater percentage of girls have accessed computers at lunchtime
• teachers are aware of the need to monitor computer use to ensure equal access for all students K-6
• girls lead group activities and access the internet for information
• teachers are aware of gender issues in the use of technology and plan teaching and learning activities which encourage girls and boys to develop computer skills.