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1 – 2 of 2Digital technology education of children needs to be reconsidered. The purpose of this paper is to focus on empowering the young generation as regards digital technology. Digital…
Abstract
Purpose
Digital technology education of children needs to be reconsidered. The purpose of this paper is to focus on empowering the young generation as regards digital technology. Digital technology education should reap the benefits of recent developments brought in by extensive, ongoing digitalization and prepare the young generation to manage and master in their technology rich future. The recent COVID 19 pandemic has made this particularly relevant and visible in the society. The young generation should adopt a proactive and critical stance toward digital technology and consider how design and technology can be used for making the world a better place.
Design/methodology/approach
This commentary reviews literature on the complex concept of empowerment and suggests a model on the aspects to be considered when aiming at empowering the young generation as regards digital technology in the context of digital technology education.
Findings
A model is proposed that comprehensively addresses empowerment of children as regards digital technology both at individual and collective levels and in mainstream sense as a relational and motivational construct as well as in critical sense in terms of collective empowerment, social responsibility and liberation of the oppressed.
Research limitations/implications
Radical renewal in the children's education is needed in the digital age. This model outlines aspects to be considered in such a transformation. The insights should be valuable for research communities addressing the topic of children's education in the digital age in general or the topic of children's digital technology education in particular.
Practical implications
The model should also be of help for practitioners, i.e. teachers and facilitators working in informal learning spaces for developing children's digital education in practice.
Social implications
The commentary addresses significant societal issues. It is actually not only children who should be empowered to engage in making and shaping our digital futures, but people in general. The model provides novel and valuable insights on what aspects to consider in such a significant endeavor.
Originality/value
The model proposed is novel and clearly needed in the research addressing this topic.
Details
Keywords
Fanny Vainionpää, Marianne Kinnula, Netta Iivari and Tonja Molin-Juustila
The low number of women in the information technology (IT) field is a concern. The purpose of this paper is to examine the factors behind the exclusion of girls from the IT field.
Abstract
Purpose
The low number of women in the information technology (IT) field is a concern. The purpose of this paper is to examine the factors behind the exclusion of girls from the IT field.
Design/methodology/approach
The present work includes a narrative literature review and an exploratory interview study with ten girls and six study guidance counsellors (GCs) from Finnish senior high schools. Using the nexus analysis as a theoretical lens, the authors examined the exclusion of girls from IT.
Findings
Earlier literature directed attention to the cultural norms, assumptions and stereotypes still prevalent in society and the lack of role models and positive media as factors contributing to girls excluding themselves from the IT field. In this research study’s data, the authors not only found evidence of the unintentional exclusion of girls from IT by others but also by the girls themselves. Findings of this research study illustrate the various discourses, actors and their interactions, their background and history-related factors affecting girls' career choices. The novelty of this study is in approaching high school as a site of exclusion, where problematic discourses, interactions and histories come together, reproducing exclusion of girls from the IT field.
Originality/value
The authors contribute with a literature review of the research study on gender and IT and the inclusion/exclusion dynamics around IT. Using the nexus analysis, the authors identify the exclusion dynamics in this complex social issue. Several decades of research have shown that the inclusion of women remains low in IT disciplines. In this study, high schools are viewed as sites of exclusion, engendering a prevalent lack of information and education on the field. The authors offer novel insights into the role of curriculum, GCs and online information excluding girls from the IT field.
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