2020

 Here are the two resources I'd like you to read before participating in this discussion thread:

1. Padayachee, K. (2018). GENDER PARITY AND ICT INTEGRATION IN EDUCATION: A SOUTH AFRICAN PERSPECTIVE. In “Rethinking Teaching and learning in the 21st Century” (pp. 371-387). SOUTH AFRICA INTERNATIONAL CONFERENCE ON EDUCATION: African Academic Research Forum. Retrieved from  http://aa-rf.org/wp-content/uploads/2018/09/SAICEd-2018-Proceedings.pdf   (PDF is also attached to this post.)

2. Patel, N., & Jesse, G. (2019). African states’ varying progress toward gender equality in education. Retrieved from   https://www.brookings.edu/blog/africa-in-focus/2019/06/13/african-states-varying-progress-toward-gender-equality-in-education/

My questions are:

1. “Studying gender gaps is significant both because of the effect on teachers and the effect that teachers’ attitudes towards computing technology have on future generations of teachers and technology professionals.” (Padayachee, p. 2). Do you agree or disagree?  Why?

2. What do you think of Dr. Padayachee’s findings that male and female teachers may gravitate toward different ICT tools based on their use in the classroom (i.e., females are drawn toward content-driven tools whereas males are drawn toward contextual tools)?

3. Based on UNESCO Institute for Statistics’ 2018 gender parity index (see: "Figure 2: Gender parity in primary education), what is surprising to you, if anything, about the state of the world's gender parity?  What considerations should instructional designers in international settings make when selecting ICT with these gender parity statistics in mind? Padayachee.Gender Parity and ICT Integration in Education.A South African Perspective.pdf