Arial0000,0000,0000Hi all, Just a reminder that our panel discussion is coming up next Wednesday. Also, please note a small change: you can now sign in and enter directly at SRI's Building I, without having to go to Building A first. Looking forward to seeing you there, Beth McCullough & Shahani Towfiq BayCHI-Kids' Co-chairs DEVELOPING GIRLS' TECHNOLOGY FLUENCY Wednesday, April 19, 2006. 6.30PM Networking 7PM Panel Presentation SRI International 333 Ravenswood Avenue, Menlo Park International Building Directions at:,0000,0000 PANEL OVERVIEW: Experts believe students need to become fluent with information technology to gain a deep understanding of the fundamental concepts behind how technologies work and to acquire an ability to use technology tools to solve practical problems in different disciplines (National Research Council, 1999). However, little is known about how to identify and measure technological fluency. Further, girls express little interest in becoming technologically fluent or in pursuing IT careers (AAUW, 2000). Our panelists will describe how after-school programs and settings can provide innovative and motivating learning opportunities for girls to achieve technological fluency and to develop interest in IT careers. The panelists will relate research on girls' access to computers and the Internet, and then share specific research on three community-based programs. Panelists will then dialogue with the audience about how to support and assess technological fluency across learning contexts. PANELISTS Rebecca London, University of California, Santa Cruz Jill Denner, ETR Associates Deborah Kim Emery, Center for Technology in Learning at SRI International Melissa Koch, Center for Technology in Learning at SRI International PANELISTS' RESEARCH IN BRIEF Rebecca London, University of California, Santa Cruz : A Longitudinal Study of Girls' Access to Computers and the Internet Although adolescent girls have begun to close the gender gap in science and math coursework, they continue to lag behind boys in technology-related coursework, particularly at the advanced level (American Association of University Women Educational Foundation 1998). Access to computers and the Internet at home affects school attendance, high school graduation, and other educational outcomes. This study will describe the findings from a longitudinal study of how home computer and Internet access for girls ages 5-17 has changed. The data will be used to describe changes over time in girls' home computer and Internet access, where they use the Internet (e.g., school and the library), and the family and personal characteristics that affect the probability of home computer and Internet access. This study will also describe variations across subgroups of the population, including differences by race/ethnicity, age group, family type, metropolitan status, and region of residence. Finally, the data will be used to offer comparisons between girls and boys in their access to computers and the Internet at home, and their use of the Internet at other locations. Jill Denner, ETR Associates: Girls Creating Games: The Development of Information Technology Fluency Girls Creating Games is an after school and summer program which utilizes a constructivist approach to put girls in the role of producers (not just users) of technology. Girls learn to design and program an interactive "choose your own adventure" game. In addition to game design, program activities encourage identity formation, link technology with real-world applications, support collaboration, and connect girls with technical female role models. This program has led to significant gains in some aspects of IT fluency for participating girls. In our study, we describe the process through which participants develop IT fluency. We collected data to determine how producing technology in programming pairs affects girls' fluency, interest, active participation, and persistence in technology studies. We will report on the girls' fluency with regard to problem solving, creativity, and conceptual understanding. Deborah Kim Emery, Center for Technology in Learning at SRI International : Learning Opportunities for Adolescent Girls in a Community Technology Center Community technology centers (CTCs) are contexts in which youth find safe havens and opportunities to engage in authentic learning opportunities with peers and adults, as well as new technologies. Teen TechArts is an after-school, community-based program intended to foster belonging and a sense of safety by providing opportunities for girls to interact with one another and a clear program structure. Using a sociocultural lens and ethnographic methods, this research examines how girls' participation in activities and use of technology tools within activities transformed over time. Three profiles of participant trajectories revealed that negotiation of new roles was an individual process and followed a nonlinear pattern, and that the opportunities provided by Teen TechArts were such that participants did negotiate increased ownership of the program and take on greater responsibilities over time, but participants also went back and forth between roles as "participants" using technology and "instructors" helping younger youth learn how to use it. Melissa Koch, Center for Technology in Learning at SRI International : Build IT: Supporting Girls in Building Their Information Technology Fluency Through Design Build IT is a design- and problem-based curriculum that capitalizes on girls' interest in design and communication technologies. In this after-school program for low-income middle school students, girls develop IT fluency, interest in math and taking math courses, and knowledge of IT careers. Girls learn from IT professionals about IT careers and participate as design partners in the software engineering process. By introducing girls to women professionals in IT, the project directly challenges girls' stereotypes about the types of careers available in IT as well as the characteristics and lives of people in IT careers.The Build IT program includes embedded performance tasks that support girls in demonstrating their understanding of and skills in using and programming information technology to themselves, youth leaders, teachers, and parents/guardians.