[quoting Dold, 11 Dec 98] You academics let me know what you think of my primary research with live subjects. I will continue to keep my journal and will get back with you. Anyone else out there coming up with the same information?
First, I think your journal is a great idea, and would very much appreciate it if you would continue to let the List know from time to time as you accumulate new observations. Also, I must honestly say my heart goes out to the little girls as you describe them in this setting...
With regard to the differences you've observed between the behavior of young boys and girls visavis their approach to interacting with the computer for games and CAL: I would say yes, you do seem to have identified differences between the behavior of boys and girls in this situation; but beyond that, then what? The question that immediately arises in my mind is, to what extent is this a matter of intrinsic, neurological differences (some of which seem to be well documented), and to what extent a matter of acculturation, setting, differences in technological skill level before even approaching the computers, and other factors?
I'm not that familiar with current practices in K-12 with regard to what is called, in medical education, "Cultural Competency," so I'm not sure to what extent you may consider this in your observations. In a very general nutshell, in a medical setting this is the consideration of how one's own culture and the cultural background of a person seeking treatment impact the process by which they approach what is going on with the body, and how that affects their interaction with the medical process as it's generally understood in this country. The purpose is to improve communication in order to maximize the opportunity for the best healing process and minimize the possibility of unintentionally interfering through not understanding how the individual interprets their situation.
By introducing this I'm suggesting that simply observing what the boys and girls do when approaching the technology is probably not sufficient for interpreting what the likely reasons for the behavior may be. It appears that there is a bifurcation which is gender related, and that is clearly an important fact. But it may not be possible to generalize from that to the behavior of boys and girls in general, but only to the behavior of boys and girls from the particular economic-cultural milieu (or milieux) with which you are engaged. The behavior may have less to do with gender-based responses to technology per se than be reflective of gender-based differences arising within the reinforcement structure of that culture. The response to the technology may be only one of an array of symptoms of that cultural situation.
To that end, I would want to know what happens in other situations. For instance, what are the differences between these boys and girls in gaming situations that do not involve computers? Does it reflect an equivalent bifurcation? Is it the same when both sexes are fully aware of the rules of the game when they enter into it (kickball, or some other simple situation comes to mind)? I say this because you indicate that some children are not familiar with the basics of how to operate the software; if both genders are brought to the same starting point with regard to the basics of operation--what happens then? Further, what about behavior in other learning situations that are not computer-related? Is it really the technology that is the critical factor?
These concerns are particularly important if the goal is to try to design a strategy to change behaviors--to help these kids. For instance, the responses may have to do with the setting. Perhaps girls in this culture are accustomed to a different setting when they learn about a brand new activity. Maybe they do this with several other girls surrounding them, with much dialogue, perhaps food is exchanged. This is very different from sitting alone confronting a computer (if that is how it happens). Perhaps boys in this culture are more accustomed to the sort of learning setting that they experience when they encounter new material in this classroom, and may have simply had more exposure to this type of learning. Maybe the boys are used to hanging around in the alley with the men, while they work on cars; maybe they, and not the girls, have learned at home how to program the VCR. Etc....
Thanks for introducing your observations--very thought-provoking!