New Learning Technologies: Promises and Prospects for Women

Conference Synthesis by Linda Shohet
In the last half hour of the conference, Linda Shohet (CCLOW Quebec Director and member of the Janus Project Working Group) provided a summary of the main issues that had surfaced.

Common to most discussions was a need to change the metaphors used to speak and think about technologies. Linda related an anecdote in which she compared the use of language to the construction of bridges and that, in some cases, bridges had been constructed by one class or group of people in order to prevent use of them by other classes or groups of people. It is important for women to move away from militaristic, "delivery" metaphors about education and technology and towards language that respects wholeness, inclusiveness and interaction. The symbols and images of women's daily lives could also be incorporated into the development of software programs so that, for example, the icons representing various functions could be familiar and comfortable to women.

The importance of a values analysis with respect to new technologies and the purposes they serve was prevalent. Such an analysis includes considering what opportunities might be lost, as well as gained, through the introduction of new technologies and what social costs may result. The actual cost itself of new technology was raised, and considered in light of the barriers it creates particularly if borne primarily by individuals (unsubsidized by institutions, government or the private sector).

The centrality of teachers to the learning process was also an important theme, particularly with respect to the potential alienation and "disembodiment" of new technologies. A teacher/instructor can serve as the human mediator between student and technology and can keep the learning process grounded in exchange, interaction, discussion and personal contact. An instructor also holds the potential to direct the uses of technology in the learning environment and to shape such use so that it is appropriate to the learners and the subject of learning. It was also recognized that a teacher can be anybody who has significant experience and familiarity with the technology, whether she be a senior woman or a twelve-year- old girl.

Finally, this conference represents the interest and enthusiasm of a large number of women who are either already using or are interested in knowing more about new technologies. Women recognize the potential of new technologies to connect with each other, to learn, to access a tremendous amount of information and to organize politically. But we do not want to use technology that is inappropriate or demeaning, nor do we want to be shut out from exploring women's potential uses of new technology. All around us technology is buzzing, being developed and created with no thought to women's concerns nor to the social justice issues faced by those marginalized in our society.

However, it is possible for women to have input, to claim and appropriate technology and its equipment as we would appropriate a toy from a child who is using it to hurt. The possibility, both potential and realized, is that technology developed and directed by primarily male, corporate and government interests will marginalize, oppress and exclude women. However, with necessary support and recognition of the issues, the possibility also exists for women to have a strong and contributing presence in the development and uses of new technologies and that women's access to education, to opportunities to learn, and the quality of their learning experience will be greatly enhanced.