Today, it has become very essential to earn a professional degree from any recognized university to survive in the present competitive world. Earning a professional degree works as a passport to enter the corporate world. Now-a-days, Computer Science and Information Technology has emerged as one of the most important streams in education. With the advent of technology, the importance of computer science and information technology has increased. Now, it has become one of the core pillars that are responsible to bear the burden of any country’s progress. A large number of computers and IT colleges and institutes in India available today providing various Full Time and Part Time courses at Post Graduate and Under Graduate Level across the country.
In India, there are countless number of leading universities, such as IITs, Private Institutes, State Level Engineering Colleges and Regional Engineering Colleges that are engaged in making the career of future computer and IT engineers.
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There are gender differences in learning styles specific to science, math, engineering and technology (STEM) that teachers of these subjects should keep in mind when developing lesson plans and teaching in the classroom. First, overall, girls have much less experience in the hands-on application of learning principles in lab settings than boys. This could occur in the computer lab, the science lab, or the auto lab – the principle is the same for all of these settings – it requires an overall technology problem-solving schema, accompanied by use and manipulation of tools, and spatial relation skills that very few girls bring with them to the classroom on day one in comparison to boys.
Let’s look at some of the reasons why girls come to the STEM classroom with less of the core skills needed for success in this subject area. Overall, girls and boys play with different kinds of games in early childhood that provide different types of learning experiences. Most girls play games that emphasize relationships (i.e., playing house, playing with dolls) or creativity (i.e., drawing, painting). In contrast, boys play computer and video games or games that emphasize building (i.e., LEGO®), both of which develop problem-solving, spatial-relationship and hands-on skills.
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Step One: Bridge the Technology Divide
The reality is that overall women tend to have less experience with technology than their male counterparts, whether we are talking about computer technology or auto technology. Instructors who are successful in retaining female students recognize that they need to start with the basics during the beginning of the semester so that the less experienced students get the basic building blocks needed to be successful (this is helpful to male students missing those basics too). So that might mean an introduction to tool identification and use or the basics of navigating the Internet. Instructors should also provide open lab time for students in need of additional hands-on experience. If possible, staff the lab with a senior female student, women are often more comfortable asking questions of other women in a male-dominated field. For some best practice case study examples that illustrate these concepts look at the Cisco Gender Initiative’s Best Practice Case Studies developed by the Institute for Women in Trades, Technology and Science (IWITTS) (1).
Step Two: Collaborative Learning in the Technology Classroom
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