From Abacus to the Internet 1 RESEARCH PAPER. FROM ABACUS TO THE INTERNET By Selcuk OZDEMIR CEP /Fall. Instructor Name: Dr.

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1 From Abacus to the Internet 1 RESEARCH PAPER FROM ABACUS TO THE INTERNET By Selcuk OZDEMIR CEP /Fall Instructor Name: Dr. Leping Liu

2 From Abacus to the Internet 2 TABLE OF CONTENT Introduction 1 Statement of the Issue 2 Literature Review and Discussing 2 Final Remarks 6 References 8

3 From Abacus to the Internet 3 INTRODUCTION In today's world everybody agrees about the importance of technology in our society. One cannot dispute the pervasive influence of technology in almost every aspect of the western world. As the trend toward technological innovation continues at an everincreasing rate, it becomes critical that society examines the implications of this trend for the past, present and future. Computers, for example, have become an integral part of our society. It is no longer a question of whether or not computers will enter the education arena. It is more a question of how many there will be and what they will be used for. Today, it's hard to imagine life without technology, especially computers. Computers help us with every part of our lives, whether it be writing a paper for school or buying a candy bar at the corner store. During the last two decades, using technology in education has become very popular. Educational technologies promises to change the way students learn and teachers teach. The question brought up by this point is, is technology capable of all this change? Former President Clinton has noted that his 1997 State of the Union address contained more discussion of education that any previous such address. In the 1997, the President outlined a 10-point plan for improving education that included wiring every school in the United States to the Internet before the year 2000 (Applebome, 1997). Six months earlier, Clinton used the forum of this acceptance speech for the 1996 Presidential nomination to proclaim, I want to build a bridge to the 21 st century in which we expand opportunity through education, where computers are as much as a part of the classroom as blackboards, where highly trained teachers demand

4 From Abacus to the Internet 4 peak performance from our students, where every 8-year-old can point to a book and say, 'I can read it myself'. STATEMENT OF THE ISSUE Educational technology is an area that is developing rapidly. Using technology in the classroom situation is very important for both teachers and student, but there is a handicap for teachers using technology in the classroom. Using technology in the classroom, such as a calculator (including graphing calculators), Elmo, television, video, computer, and the Internet can easily become a nightmare in terms of gender issues and equity. There are many factors that affect the students outlook towards using technology. As educators, we should be aware of our students attitude towards technology in our classrooms. LITERATURE REVIEW AND DISCUSSING It is no longer a question of whether or not computers will enter the education area. It is more a question of how many there will be and what they will be used for. Today, it s hard to imagine life without technology, especially computers. They help us with every part of our lives- whether be writing a paper for school or buying a candy bar at the corner store. But it took thousands of years for humankind to develop the sophisticated machines we take for granted these days. The simple device Abacus was invented in China around 500 B.C, and was also used by the ancient Japanese and the Aztecs. The abacus is still used today by school children around the world. They can do addition, subtraction, multiplication and division using several different models of the abacus. Next one, Calculating Machines! Everyone knows that computers have grown by

5 From Abacus to the Internet 5 leaps and bounds in the latter part of the twentieth century- that the important one here to begin to use technology in education ( 2002) To understand the interest in genders and computers we must first look at computers were introduced into the educational system in the late 1970`s. If we look at the educational history we can see that using technology in education is not as old as abacus. The educational technology was introduced shortly after World War II. Towson University web site (2000) stated, -The earliest reference to educational technology in 1948 (Satler first reference to educational technology in interview in1948.) -Earliest reference to instructional technology in emphasis on radio and television. -Technology tool focus in class is on the computer IBM 650 computer aided in math to New York City student first microcomputer used in schools, focus is now on them -School base management more reasonable Papert writes Mind storm-student computers and ideas. Challenges old goals for math and educational technology goals. First widely recognized of constructivist statement of educational practices-computers, became largest supplier of courseware Teachers recognize power of the Internet Ready access of info for multimedia displays and feeling of being there. As we can see, historical development is big and fast. But, to put computers and technological devices in every single class is not enough. Auther (cited in Bauer 2000) stated, whereas public perception of technology in the classroom may be a positive one,

6 From Abacus to the Internet 6 what is not so clear is whether the number of computers in classrooms equates to their productive use; for instance, a US department of Education survey reported that only 20% of teachers felt they could use computer technology in their classroom. Accordingly, Kussmaul and Dunn (1996) suggest that video teleconferencing, electronic mail, and a variety of internet-based resources are being used at the colleges and universities all over the country. Craig (1999) stated, Schools are steadily increasing the amount of money spent both on hardware and software. (p. 263) However, it is important to note that technology merely provides tools that teachers can use to improve or facilitate the learning process. In a 1999 a survey conducted by the national Center for Education Statistics U.S Department of Education, teachers were asked the degree to which they used computers or the Internet in their classes. Thirty-nine (39) percent of public school teachers with access to computers to the Internet in their classroom or elsewhere indicated they used computers or the Internet a lot for administrative record keeping. Less than 10 percent of teachers reported using computers to the Internet to access model lesson plans or to access research and the best practices. With the general growth of instructional technology in many academic fields, it is not surprising that the relationship between technology use and gender has attracted considerable attention in recent years. Pikula (2000) stated, Computers can be used in any class, in any setting. But computers are not the only answer. It takes educators who care and are willing to continue learning themselves (p. 31). Further research can be focused on the role of both computers and educators. Experienced teachers have most likely developed confidence

7 From Abacus to the Internet 7 using a pedagogical style different from that described. An investigation into teachers' attitudes toward computers will be a good area for further research. Understanding the importance of gender differences in competence and attitudes in relation to computers will help teachers improve their classroom instruction. Gender differences in attitudes toward computers mainly begin to appear at the middle school level, mainly in about the sixth or seventh grade. In high school girls use computers less than boys. This causes a technology gap. According to the AWSEM (2000), Girls tend to be less comfortable than boys with the computer. They use it more for word processing rather than for problem solving. The studies show that girls make up only a small part of students in computer science classes. Girls usually say they have less computer ability than boys, they are less sure when using computers, and they use computers less often than boys outside the classroom. Boys are not so afraid they might do something that will harm the computer... girls are afraid they might break it somehow. (p. 162). Another study by Okebukola (cited in Spots, Bowman, and Mertz 1997) involving high school aged boys and girls indicated that girls have more anxiety about computer usage than boys do. Okebukola noted that some authors suggest that higher computer anxiety of girls is related to the sex bias of teachers, who were found to be more apt to choose boys to assist the teacher in class and make more eye contact with boys when discussing computers. As you can see in Table3, I asked some university professors their opinions about gender and technology. Six years ago, the software company Purple Moon found that girls used computers less than boys. They found the number one reason girls don't like computer

8 From Abacus to the Internet 8 games is because the games are so boring. Girls want games with people like them and stories about what is going on in their own lives. Bennet et. all. stated (1999), when thinking about the design of technological environments particularly in relation to entertainment and educational products- it has been exceedingly difficult for us to imagine our way out of these antithetical positions. The common approach in interactive design, or perhaps the path of least resistance, is to develop story lines that reinforce these extremes. The result is that Mortal Combat becomes the archetypal video game for boys. In the girls arena, programs are beginning to emerge like McKenzie &Company. This product presents scenarios that revolve around how to dress and what kind of makeup to wear. These things are not bad in and of themselves, but when embedded within the confines of an electronic universe they take on significance and a weight that they do not have in real life. In the same way that the violence in a game like Mortal Combat exaggerates the fantasy life of little boys, the social decision making trees embodied in a game like McKenzie &Company are out of proportion to the kinds of human problem-solving situations that girls engage in all time. FINAL REMARKS Technology has played a greater part in our lives, but we have been slow to recognize the subtle social and ethical changes placed on us. Technology opens up a world of information for us. As a teacher we have a very important mission for our future. We need to be aware of possible and probable uses of technology, so that we can identify techniques and methods that further our educational goals. At the same time we should be careful about using technology in the classroom, because many researchers have shown that males and females have different attitudes towards technology.

9 From Abacus to the Internet 9 As educators our goals should be high expectations. High expectations should be held for all students, not just for males. Girls like computers. Some evidence shows we are making progress in girls' attitudes towards computers. What girls mean when they say they really like computers is that they like using applications, word processing, and spreadsheets. They like the Internet, keyboarding, and games. We must encourage girls to begin taking higher levels of computer courses offered at their schools. Students should be encouraged (especially girls) because most jobs in the future will require the use of a computer. We should also encourage them because working in a non-traditional career will help them to earn more money and be more self-sufficient. According to the Advocates for Women in Science, Engineering & Mathematics (1999): The women who choose non-traditional careers can expect to have lifetime earnings that are 150% of women who choose traditional careers. Since, divorce is a common occurrence in today's culture, and women are nine times as likely as men to be single parents, it is important that women be able to make a fair salary. Also, 90% of American women will be solely responsible for their financial well being at some point in their lives. So it would only make sense that we begin to encourage them at a young age to use technology. (p. 20) We should provide role models for students- especially for girls- we should provide opportunities for girls to use the computer, we should allow girls an opportunity to speak in advanced classes, and we should avoid biased software.

10 From Abacus to the Internet 10 REFERENCES Applebome, P. (1997, February 70). Clinton calls for new deal in education. New York Times [On-line]. Available: AWSEM(Advocates for Women in Science, Engineering & Mathematics). "Gender Equity: Facts in Brief" [ Bauer, J. F. (2000). A technology gender divide: Perceived skill and frustration levels among female preservice teachers. (ERIC Document Reproduction Service No. ED ) Bennet, D., Brunner, C., & Honey, M. (1999). Gender and technology: Designed for diversity. (Report No. UD ). Education Development Center (EDC). (ERIC Document Reproduction Service No. ED ) Bhargava, A., Kirova-Petrova, A., &Mcnair, R. (1999). Computers, Gender Bias, and Young Children. Information Technology in Childhood Education Annual, Craig, D.V. (1999). A league of their own: Gender, technology, and instructional practices. (ERIC Document Reproduction Service No. ED ) Kussmaul, C., & Dunn, J. (1996). Using technology in education. College Teaching, 44 (4), [On-line] Available: Pikula, K. (2000). Gender and computer education: An observation of at risk girls in class. (ERIC Document Reproduction Service No. ED ) Spots, T.H., Bowman, M.A., & Mets, C. (1997). Gender and use of instructional technologies : A study of university faculty. Higher Education, 34, [On-line]. Available: Vacek, E. (2000,December). Towson University [On-line] Available:

Working Women into the Technological Mainstream

100 Institute Road Worcester, MA 01609 www.wpi.edu Working Women into the Technological Mainstream Jen Kunkel, from REACH 98 The year is 2019, and the world is at the height of the technological revolution.