Factors Influencing girls\u27 choice of Information Technology careers

Many western nations have experienced declining numbers of women in the information technology (IT) workforce (Trauth, Nielsen, & von Hellens, 2003). Between 1996 and 2002, women in the U.S. IT workforce declined from 41% to 34.9% (ITAA, 2003). This can hamper diversity and reduce the talent pool that can address needs of diverse end-users (Florida & Gates, 2002). Why do women choose IT careers or reject them? Multidisciplinary research on career genderization reveals gender imbalance (Trauth, Nielsen, & von Hellens, 2003). Career decisions against math, science, and technology (MST) are often made as early as age 11 without understanding long-term implications (AAUW, 2000). We examine influences on girls’ choice of IT careers, modeling social, structural, and personal variables that affect IT career choice. Using Ahuja’s (2002) classification of social and structural influences on women’s IT careers, Beise, Myers, VanBrackle, and Chevli-Saroq’s (2003) model of women’s career decisions, and individual differences suggested by Trauth (2002), we extend literature to children and adolescents’ career choices. Social influences bias internal and external gender perceptions and stereotyping, role models, peers, media, and family. Institutional support such as teachers and counselors, access to technology, and same-sex versus coeducational schools are structural influences. While both can influence career decisions, social factors have the most influence on children’s early perceptions. Both factors can introduce gender-stereotyping effects on career choices. Gender stereotyping explains how girls perceive their role in society based on subtle societal cues. It can limit opportunities for both sexes. We also examine personality traits and external influences that make children unique. Their individual differences draw them to activities and content areas such as problem solving and interaction with people. Finally, ethnic culture can exert an influence on social and structural variables. Figure 1 from Adya and Kaiser (2005) presents our career choice model that is discussed in the next section

To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

Towards a framework for the integration of information security into undergraduate computing curricula

With the rapid rise of the world’s reliance on technology, organisations are facing an increased demand for a security savvy workforce. It is, therefore, important that computing graduates possess the necessary information security skills, knowledge and understanding that can enable them to perform their organisational roles and responsibilities in a secure manner. The information security skills, knowledge and understanding can be acquired through a computing qualification that is offered at a higher education institution. The ACM/IEEE, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into the curriculum. However, its guidelines and recommendations do not provide sufficient guidance on “how” this can be done. This study therefore, proposes a framework to address the pervasive integration of information security into computing curricula. Various research methods were used in this study. Firstly, a literature review was undertaken to inform the various phases and elements of the proposed framework. The literature reviewed included relevant information security education standards and best practices, including key computing curricular guidelines. Secondly, a survey in the form of semi-structured interviews supported by a questionnaire were used to elicit computing educators’ perspectives on information security education in a South African context, including the perceived challenges and ideas on how to integrate information security into the curricula. Finally, elite interviews were conducted to validate the proposed framework. It is envisaged that the proposed framework can assist computing departments and undergraduate computing educators in the integration of information security into the curricula thereby helping to ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely

Ubiquitous learning architecture to enable learning path design across the cumulative learning continuum

The past twelve years have seen ubiquitous learning (u-learning) emerging as a new learning paradigm based on ubiquitous technology. By integrating a high level of mobility into the learning environment, u-learning enables learning not only through formal but also through informal and social learning modalities. This makes it suitable for lifelong learners that want to explore, identify and seize such learning opportunities, and to fully build upon these experiences. This paper presents a theoretical framework for designing personalized learning paths for lifelong learners, which supports contemporary pedagogical approaches that can promote the idea of a cumulative learning continuum from pedagogy through andragogy to heutagogy where lifelong learners progress in maturity and autonomy. The framework design builds on existing conceptual and process models for pedagogy-driven design of learning ecosystems. Based on this framework, we propose a system architecture that aims to provide personalized learning pathways using selected pedagogical strategies, and to integrate formal, informal and social training offerings using two well-known learning and development reference models; the 70:20:10 framework and the 3–33 model

The snowflake effect: the future of mashups and learning

Emerging technologies for learning report - Article exploring web mashups and their potential for educatio

University students of tomorrow: Changing experiences, changing expectations, changing brains

The rapid pace of technological change is becoming a catalyst to a growing group of college students who are essentially digital natives. Metropolitan universities need to become aware that these students have considerably different experiences, expectations, and even brains than past students. Universities must carefully adjust their programs and teaching methods if they are to retain these students and prepare them for a digital society. This article describes the basis for this call to action