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Even if the results of international student assessment studies such as PISA or TIMSS show that girls have been catching up in mathematics and natural sciences, there are still remarkable gender differences in the number of males and females studying and working in the technological fields after basic education. Technology is still a maledominated area. This is true for the German and Finnish societies. Results of the studies conducted in the UPDATE project show that influences on interest in technological themes take place already in early childhood. Therefore, efforts should be put in developing early childhood education and elementary school education, to raise girls' interests and motivation towards technology. This article reports the results of the UPDATE-WorkPackage3-project mainly in Finland and in Germany. It concentrates on studying elementary school pupils' (age 6-12), particularly girls' motivation towards the contents and methods of technology education. Various curriculum documents and national learning conditions are discussed and suggestions for the gender equitable technology education are made.A. Rasinen (&) Á S. Virtanen Á P. Ikonen

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