My family just finished a great vacation in Iceland. I can describe this wonderful country in a nutshell: it's truly unspoiled, has considerably more sheep than people, and possesses all types of terrain. But I'm not really intending to write about Iceland; instead, I want to tell you how this trip impressed upon me the power of information technology in our lives.
It was wonderful to have Fred Gluck as our NCWIT blog author last week. Fred is a long-time advocate for technology and diverse thought, working tirelessly in K-12 education in Boulder schools. In an odd twist of fate, just as Fred was writing to us at NCWIT about the issues he raised in his blog piece, I found the old photo above in one of my desk drawers.
I've been volunteering in the Boulder Valley School District for the past 15 years, working with students in the areas of math, science, and computers at the elementary, middle, and high school levels.
What do technical innovation and diversity have to do with one another? Very little, apparently, if you follow the press coverage of our nation's current competitiveness debate. Innovation legislation drafted in the U.S. Congress seems to consider the issue of diversity and innovation a relative non-issue.
But if you listen to the country's leading information technologists, you'll hear something remarkably different, pragmatic, and refreshing.
I always wake up early when we are close to our NCWIT semi-annual meetings -- so much going through my mind. What will the conference program look like? How will our conference guests get through security at the National Academies? Is there going to be enough food? Does the keynote speaker know the right address for the building? How does one refer, properly, to a member of Congress? And on and on.
The Secretary of Education recently announced an initiative on Girls in Math and Science. My first reaction: "Hooray!" My second reaction: "Too bad there's still a need for this."
As we all know, there is.
Though, while women are still significantly under-represented in the technical workforce, the story is quite different in elementary school. In 4th grade fully two-thirds of girls (the same fraction as boys) say they "like" science. What happens to all those girls? The answer, of course, is complicated, but we start to lose them in about 5th grade.