Phase One: Bridging the Technology Gap
In fact, women often have less participation in innovation than their male partners, regardless of whether we are talking about computer innovation or spontaneous innovation. Teachers who are effective at bringing in female students know they have to start with the basics during the beginning of the semester, so less experienced students earning the building blocks should be productive (this is helpful for male students who don’t have these basics like good). So that could mean an introduction to testing and using the high-quality device or the nuts and bolts of internet browsing. Educators should also give open lab time to students who need additional active experience. If possible, give the lab with a college senior, and women are more open to questions from different women in a field that is primarily male. For some examples of contextual analysis of best practices that exemplify these ideas, take a look at the Cisco Gender Initiative Best Practice Case Studies created by the Institute for Women in Careers, Technology, and Science (IWITTS). (1).
Second phase: collaborative learning in technology classrooms
Many female students need confidence in the classroom and this negatively affects their learning ability. There are a few explanations behind this: first, in general, male students are more engaged in innovation, especially active laboratories; second, male students often brag about their achievements, while female students often imagine that they are doing inefficient work anyway when they have progressed admirably; Third, male students will generally judge classroom conversations and lab exercises.
Innovative educators can overcome these elements by using collaborative grouping strategies in the classroom that aim to expand student learning, form partnerships, and support each other. Some examples of these group techniques are: 1) Students level in groups exclusively. 2)
The third stage: contextual learning
The new wisdom that women are from Mars and men from Venus is appropriate as violinists in the innovation chamber: women and men have different learning styles about innovation. Most of the guys are motivated by real innovation – how fast it is, how many gigabytes, how big the engine is. Most women are focused on how innovation is used: how quickly the organization can operate, how much data it can store, and how well an automobile can operate without refueling.
Fourth stage: the mathematical factor
Most innovative courses require an understanding of applied mathematics. Many girls and women are unlucky in math and have had negative encounters in the numerical classroom. This peculiarity is so natural that educational courses and programs on number nervousness are organized for women across the country. The method of showing math to the majority of women, like innovation, is a chilling, important learning. Fortunately, there are plenty of exercise tutorials to lure math into, check out the IWITTS book index linked above.
Step 5: Connect the women in your class with other women
A coach or group of friends who encourage their students can help them finish what they started when they feel depressed, and can offer appropriate tips for driving in a male-dominated environment. There are many ongoing relationships online for women in innovation, connect with your students. See the professional links at WomenTechWorld.org for an overview of some of these organizations. Similarly, WomenTechTalk of WomenTechWorld.org, a free list to help women in innovation and students, offers a combination of support and career advice to more than 200 people across the United States.