Hello from New York City! We're excited to be here at NYU's Kimmel Center (hosted by the Games for Learning Institute) to kick off our annual Summit on Women and IT. We've got a ton of work to do over the next three days on a range of topics, such as ...
More than 1,000 admitted "prefrosh" to MIT’s class of 2015 gathered on campus recently for 72 fun-filled, education-packed hours. Students came from across the country, and across the world for that matter, all eager to learn about this infamous institution and whether or not it would be a place to call home for the next four years. I found myself lost among the nearly 700 events held during all hours of the weekend; there was too little time and too much to do, a strikingly familiar mantra for students studying at MIT.
We’re aware that gender stereotypes are one of the challenges in attracting more women into technology occupations; but did you know that they’re also a cause of salary discrepancies once women enter the field? According to data provided by the Information Technology and Contract Recruitment Association (ITCRA) about Australian ICT firms, subtle attitudes and assumptions are partly to blame for the separation of men and women into certain types of IT roles .
The topic of women in IT is on my mind. As our feature article explains, despite being more IT literate than ever, young women don’t seem to be moving into technology careers very rapidly. Furthermore, current research indicates that many women IT executives leave their posts for other types of work.
The education industry, a sector of the economy as large as the pharmaceutical industry, spends just 0.1% on research and development efforts -- an amount that Karen Cator, Director of the Office of Educational Technology at the Department of Education, said was dwarfed by the R&D spending of the potato chip industry. I hope she was kidding, but I fear she was not.
Let me begin by offering my sincerest thanks to NCWIT, including the Ohio affiliate members, for the work they do and the outreach effort that caused our Guidance Department to bring your mission to my attention. Since the April 2nd ceremony celebrating the winners of the Ohio Affiliate NCWIT Award for Aspirations in Computing, I admit to some measure of guilt regarding my being awarded the Educator Award for Aspirations in Computing. I have been struggling to figure out how to make a more significant contribution.
Ivy League Decision Day this year was one week ago.
Naturally, most of the day, spirits ran high. My friends fell into one of two categories: the ignoramus or the anxiety case. One could choose to ignore the impending decision, or (and this seems a less happy alternative) choose to debate their options back and forth. Despite our best efforts when the decision hour arrived, we received emails and logged into college websites and read that letter, that letter that determined our future.
If kids are the innovators of the future, then what tools should we be teaching them so they can grow up to create great things? According to one group, the answer is “design thinking.” An industrial design studio and a New York City grade school have cooperated to teach middle school kids creativity and problem-solving skills in the context of real-world challenges, with a curriculum that’s implemented across subjects – from math to art to social studies.