Response to Looking into the Digital Mirror: Reflections on a computer camp for girls, by girls (Blair, McLaughlin, and Hurley)…
In reading the journal article, I recognized the parallels between the Digital Mirror and the Girlhood Remix. Both camps centered on identity discovery, preteen female participants, and technology based objectives.
Regarding technology, it makes sense that the camps want to empower the girls through access and knowledge of technological skills. However, technology can also be a slippery slope in terms of pedagogy. I see it as a distraction at times. I understand that technology has emerged as a more engaging teaching tool rather than traditional methods of learning. Yet, arguably, society’s attention span has shortened; we want more eye and ear candy to keep us involved. When was the last time any of us watched a YouTube video or program on television all the way through before clicking the mouse or pressing the remote? As a teacher, I constantly contend with students who text in class during highly complex instructions in operating a camera or navigating editing software. Students check emails, Facebook, and store ads during class time. In a recent (non-scientific) survey, workers admit spending half their shift doing activities unrelated to work; mostly on the Internet.
Of course it is important to teach young people about technology, but also to be adept and productive in other areas too. In the very least, we must find a balance.
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