Towards a gender inclusive information and communications technology curriculum: a perspective from graduates in the workforce

Koppi, Tony; Sheard, Judithe; Naghdy, Fazel; Edwards, Sylvia L.; Brookes, Wayne

doi:10.1080/08993408.2010.527686

Cited by 16 publications

(11 citation statements)

References 10 publications

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“…The number of ICT graduates has fallen sharply in many countries, despite a general increase in the requirement for skilled recruits. Businesses have also criticized universities for not adequately preparing ICT graduates for the workplace, commenting that they are lacking in relevant experience, general business knowledge, and interpersonal skills (Doucek and Novotny, ; Koppi et al ., ; Miliszewska, ; Oxford Economics, ; Llorens et al ., ). If this trend continues, then one could expect ICT skills in SMEs and even larger companies to become severely depleted and ICT adoption to become even more challenging.…”

Section: Ict Adoption Benefits and Barriersmentioning

confidence: 99%

Information Technology Usage in SMEs in a Developing Economy

et al. 2015

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Section: Ict Adoption Benefits and Barriersmentioning

confidence: 99%

Information Technology Usage in SMEs in a Developing Economy

et al. 2015

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“…Koppi, Sheard, Naghdy, Edwards, and Brookes (2010) found that female computing graduates were more concerned than their male counterparts about the development of interpersonal and people skills (see also Gee & Hayes, 2010). As such, an exclusive focus on technical contents may dissuade some girls from taking computing courses (perhaps even in compulsory schooling).…”

Section: Broader Gender Discourses Of Computingmentioning

confidence: 99%

Technical boys and creative girls: the career aspirations of digitally skilled youths

Wong

Kemp

2017

Cambridge Journal of Education

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School of education, university of roehampton, london, uK ABSTRACT Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13-19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity.

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“…The gender-inclusive benefit of pedagogy that supports negotiation and interaction is supported by a more recent study by Koppi et al (2010), especially their Table 1) into Australian university ICT graduates from 21 different universities. Koppi et al (2010), inter alia, concludes the following: "A pedagogical approach that is inclusive would include the value and meaning of the technology in the broad context of its human application.…”

Section: Background To Curriculum Designmentioning

confidence: 73%

“…This case study in new curriculum for a complex STEM subject found the student-centred learning of collaboration, computer-based analysis, and an open student choice of personal research interests, to be highly inclusive in the ways proposed by the literature reviewed (Tait, 2009;Ashman, 2010;Koppi et al, 2010), especially for gender (Wistedt, 1998).…”

Section: Resultsmentioning

confidence: 99%

“…Koppi et al (2010), inter alia, concludes the following: "A pedagogical approach that is inclusive would include the value and meaning of the technology in the broad context of its human application. Without lessening the technological content, the inclusive approach would relate the technology to everyday usage in society and the benefits afforded.…”

Section: Background To Curriculum Designmentioning

confidence: 99%

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Cooking Perfect Cupcakes: Freeing Curricula Context Gives Student-Centred Pedagogy for Course on Experimental Design

Joiner¹,

Brewster²

2017

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A new subject in postgraduate coursework at UNSW Australia at the Australian Defence Force Academy campus provided a curricula opportunity to allow students to do structured collaborative learning and to choose their own context for an investigative research. The student-centred investigation is necessary to reinforce formative knowledge of advanced optimization and test techniques. The course developer knew from his own educational research [ 1 ] that such pedagogy should be inherently inclusive of diverse abilities, interests, learning styles, cultures, prior studies and genders; however, the positive effect on this inaugural course was well beyond the expectations of both the teachers and learners. This paper presents the research of just one of the 15 students to exemplify the inclusiveness of such pedagogy in tertiary curriculum development, in this case for gender-inclusion, however other students benefitted who had less ability for such tertiary concepts, and in one student's case the pedagogy helped overcome significant cultural barriers. The context chosen by the showcased student's work was to optimize the baking of cupcakes. Ever wondered how to bake the perfect cupcake? Ever wondered if the recipe you are following is actually correct? How did they come up with the temperature and time for cooking? Her normal work is in highly classified and compartmentalized electronic warfare and so she opted instead for a topic that could be shared with her military colleagues and the public; itself an inclusive and possibly reciprocating gesture. Many people who ordinarily do not associate with Science, Technology, Engineering and Mathematics (STEM) subjects, either through gender, academic ability or culture, can relate to trying to perfect baking of a recipe such as cupcakes. As such, this case study offers a timely and interesting reminder of the inclusive benefits of student-centred context in curricula development, particularly for STEM sub-1

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Towards a gender inclusive information and communications technology curriculum: a perspective from graduates in the workforce

Cited by 16 publications

References 10 publications

Information Technology Usage in SMEs in a Developing Economy

Information Technology Usage in SMEs in a Developing Economy

Technical boys and creative girls: the career aspirations of digitally skilled youths

Cooking Perfect Cupcakes: Freeing Curricula Context Gives Student-Centred Pedagogy for Course on Experimental Design

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