Gender Differences in the Use of Technology Essay

At the center of 21st century gloss is electronic computing device science device engineering science which presence and white plague just decades ago, were limited for the organization and some institutions. Today, computer technology steps out from such closing off pervading all institutions, industries, commerce and other areas of life at what appears to be logarithmic speed, making its mastery or at least working intimacy an essential requisite if one is to keep pace with time.The ubiquity of technology, sustained rise in the demands for technologically-advanced workforce combined with the application of basic frugal principles make one think whether the subscribe to on sex differences as it relates to technology is really a matter worthy of anyones attention. Statistics theorise it is. Generally, in a technological workplace, women are still underrepresented nevertheless if vanadium percent of computer programmers, ten percent of system analysts and ten perc ent of electronic technicians are females (Statistics Women in Technology, 2008).In major companies in silicon Valley, only 5-6% is led by females (Statistics Women in Technology, 2008). There has been a bloodline in the list of females pursuing lifes related to science and technology. According to the discipline Center for Education Statistics, the number of women who earned a bachelors degree in computer science has decreased from 37% to 28. 4% from 1984 to 1995 (Statistics Women in Technology, 2008). Female students who took the advanced placement computer examination comprised only 17% (Statistics Women in Technology, 2008).From these statistics, one may speculate that females future career choices still fall along traditional paths. This was confirmed by a study done by Lupart and Cannon (2002) on students perceptions on in demand(predicate) career characteristics and career choices. With the rising demand for high-tech jobs (Statistics Women and Technology, 2008), knowl edge and use of goods and services of technology become an essential condition to improve womens confederation in the workforce and to enable them to pursue higher status and better-paying jobs in the future.However, the general belief is that not only are women underrepresented in the technology-related intentness they are also considered to be slight vexed, less confident and less skilled in this area. These three pointors run into their usage of technology. Still, underneath these factors, womens computer usage rotter be traced on socialization and upbringing. Boys and girls do not play the same games during childhood. While boys are usually do to play video games or games that promote problem-solving, hands-on skills and spatial-relationship skills, girls play with dolls, which bunk to develop their value of relationships (Milgram, 2007).Problem-solving, hands-on and spatial-relationship skills are critical to the study of computer and technology-related subjects. As a result of this discrepancy in development, males become more than interested in technology and become better-equipped with the necessary skills as they extend to adulthood (Milgram, 2007). The males generally higher interest in technology, however, does not affect the possibility of improving females perception and attitude towards technology. The yield of ubiquitous computing on gender differences was examined in a study done in 2006.Here, the participants were give access 24-hour access to a laptop. Gender differences were observed in behavioral attitude towards future use of computers before the laptop program. precedent to the laptop program, males were more inclined to use computers. This changed subsequently the laptop program. No portentous difference was observed in the attitude towards the use of computers after the program (Kay, 2006). Before the program, males were observed to be more skillful in computer abilities compared to females.No significant difference was observed in computer abilities between males and females after the program, except for the skill in programming (Kay, 2006). In central Georgia middle naturalize, the study on 8th set students showed a statistically significant difference between achievements of males and females. In this experiment, the participants were instructed and given an exam both written and applied on two modules, cultivation and broadcasting. A greater improvement was seen in females for the information module speckle the males showed greater improvement in the broadcasting module.This study partially debunks before findings that males generally show higher achievements compared to males, in the study of computer technology (Hale, 2005). These studies suggest that females do not have an inherently unfavorable computer skill, interest, and attitude which affect computer use. Provided with the right tools and knowledge, females may do as intumesce or even better than males (Milgram, 2007). The compar atively lower use of technology by females can be attributed to the differences in perceptions on technology between genders.While the females see technology through its social function, the males berth is more focused on the hardware itself (Brunner, 1997). Males, therefore, are more apparent to study more on the intricacies and technicalities of the use of technology compared to females which in effect allows them to maximize its use. Mean enchantment, the females perspective of technology limits their use to only a number of functions.. According to Milgram (2007), females are much less likely to retain interest if they feel they are incapable of mastering the material. Also, males tend to exaggerate their accomplishments while females tend to feel less comfortable even when they do well in tests (Milgram, 2007). The females initial lack of skill in technology affects their assumption and perception towards its use. However, like interest and attitude, these may be changed upo n exposure. Nicolino, et. al. (2006) measured the self- faith gain of male and female respondents in the frequency of use of computers at home and at work. No significant difference in computer use was observed between males and females.Significant differences were observed in the only in the applications used by the two genders. The possible change in perceptions and trustingness which may affect usage is evidenced by the study by Wong and Hanafi in 2007. In this study, the attitudes of male and female student teachers in Malaysia towards exposure and use of Information Technology were measured in name of usefulness, confidence and aversion. No significant differences were seen between the two genders were observed during the pre- and send IT course. Both genders showed improvement in their appreciation of IT usage after the IT course.Females exhibited greater confidence in IT usage after the course compared to their male counterparts (Wong and Hanafi, 2007). given over the ma les higher degree of confidence towards technology, the question now is whether such confidence really translates to additiond use of technology. In a study on some 6,800 fourth and eighth grade students, it was reported that males significantly addition their use of technology with age while no such significant increase was seen in females (Barker and Aspray, 2006). It has been established that the males have a more overconfident attitude and higher degree of confidence towards technology.These, however, are not only gender-based but more importantly, based on their differences in upbringing, with males having more screen background in problem-solving and spatial-relationship. Based on the general principles derived from studies on gender- kerfuffle in technology, strategies can be employed to address such gap, improve computer attitude, increase computer use and create a culture where everyone can move into and take advantage of the benefits of technology, regardless of gend er. Milgram (2007) lists some of such strategies targeting the middle school where attitudes in computer use start to emerge.These strategies include the creation of same-sex groups in classrooms, the integrated and meaningful use of technology, the improvement of teachers computer skills, the use of gender neutral softwares, simulation games for all genders, and the discouragement of using technology and computers as a reward. Common among these strategies is their focus on grammatical construction the confidence of females who ofttimes have less experience than males. theoretical account games, for example, ensure that not only males are given the opportunity to develop problem-solving and spatial relationship skills.Simulation games also promote hands-on proficiency which is necessary in underdeveloped technological skills and use. The creation of same-sex groups in classrooms and the discouragement of using technology and computers as reward minimize the males aggressive, ass ertive and self-assured behavior which stem from their confidence in their skills. In sum, it is by simulating the environment that contributed to the development of males skills that the gender gap in the use of technology can be significantly reduced.The fact that females respond to technology more positively if given the right building blocks, as shown by previous studies support this.Works Cited Barker LJ and Aspray W. (2006). The resign of research on girls and IT. In J. M. Cohoon and W Aspray (eds. ), Women and information technology (pp. 3-54). Cambridge, MA MIT Press. Brunner C. (1997). Technology and gender Differences in masculine and feminine views. NASSP Bulletin, 81(592), 46-51. Hale, KV. (2005). Gender differences in computer technology achievement. Meridian, 8(1). Kay R. (2006).Addressing gender differences in computer ability, attitudes and use The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. Lupart J and Cannon E. Computers and career c hoices gender differences in grades 7 and 10 students. Gender, Technology and Development, 6(2), 233-248. Milgram D. (2007). Gender differences in learn style specific to science, technology, engineering and math. SelfGrowth. com. Retrieved 27 April 2008 from http//www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM.html. Nicolino, P. , Fitzgerald, B. , Maser, K. & Morote, E. (2006). Gender Differences in assumption about Using Technology An Introductory Course. In C. Crawford et al. (Eds. ), Proceedings of club for Information Technology and Teacher Education International Conference 2006 (pp. 3544-3549). Chesapeake, VA AACE. Statistics Women in Technology. (2008). DeVry University Website. Retrieved 27 April 2008 from http//www. phx. devry. edu/outreach/her_world_stats. asp. Wong, S. L. , & Hanafi, A. (2007). Gender Differences in Attitudes towards