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Digital Technologies and Gendered Positioning: Tensions and attention in relation to bridging gender norms, education systems and pedagogical professions

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Danish University Colleges

Digital Technologies and Gendered Positioning

Tensions and attention in relation to bridging gender norms, education systems and pedagogical professions

Tyrrestrup, Ane; Penthien, Eva Rex

Publication date:

2021

Document Version Peer reviewed version

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Citation for pulished version (APA):

Tyrrestrup, A., & Penthien, E. R. (2021). Digital Technologies and Gendered Positioning: Tensions and attention in relation to bridging gender norms, education systems and pedagogical professions. 1. Abstract from 8th ACM Celebration of Women in Computing: womENcourage™ 2021.

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PISA and ICILS surveys from the past twenty years point to a noticeable imbalance in Danish girls’ and boys’ approaches to ICT, where girls have a significantly lower self-efficacy/ self-confidence in their own ICT skills compared to boys .

Social higher education programs within daycare and school domains have predominantly more female students than males.

Through an educationally and professionally oriented perspective, the positionings, experiences and approaches of Social Educa- tion students are examined in regard to digital technologies.

What is the student constituted of in a digital and technological context? How do male and female students position themselves in relation to digital technologies? And how can this knowledge be applied in Social Education and welfare professions?

Tensions and attention in relation to bridging gender norms, education systems and pedagogical professions

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The study indicates that students categorize themselves into either / or categories as part of their positioning: Motivated vs. not motivated, interest vs. no interest, can vs. cannot. There is a clear predominance of women who position themselves in the 'not' categories. In other words, locked and static positionings that do not allow for development.

The study shows indications of how girls and boys ‘perform’ through gen- dered and stereotypical norms and values in relation to digital technologies throughout childhood and adolescence as well as how they continue to posi- tion themselves differently in higher education.

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The study indicates that a greater understanding of the connections/interactions between upbringing, educational systems and the development of pedagogical welfare professions is an important area of interest. It is necessary to have a broad and general understanding of technology literacy - and to understand the interaction between people and technologies as a learning process in the devel- opment of professionalism- and identity.

Research Program for Learning and Digital Technologies

Referencer

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