Skip to main content

Girls and Their Smartphones: Emergent Learning Through Apps That Enable

  • Chapter
  • First Online:
Mobile Media In and Outside of the Art Classroom

Abstract

In “Girls and Their Smartphones,” Forget addresses the question: Could a girl’s mobile device be integrated into an educational framework that promotes more active engagement with creativity and digital technology? Drawing from MonCoin interview data, Forget examines smartphone apps through the lens of complexity thinking and a student-based, constructivist teaching approach. She identifies a parallel between “constraints that enable” (Castro, 2007) and “apps that enable learning” (Gardner & Davis, 2013) through a critical examination of mobile app functionality. The qualities of “enabling apps” dovetail with the ways girls learn best, and they may also create an access ramp to digital technology and the STEM field (Science, Technology, Engineering, and Math), an arena where women and girls are currently underrepresented.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • American Society for Quality. (2009). Engineering image problem could fuel shortage. Milwaukee, WI: Author. Retrieved May 1, 2016 from http://www.qualitymag.com/articles/86139-asq-engineering-image-problem-couldfuel-shortage.

  • Andone, I., Blaszkiewicz, K., Eibes, M., Trendafilov, B., Markowetz, A., & Montag, C. (2016, September 12–16). How age and gender affect smartphone usage. Ubi/Comp/ISWC ’16 Adjunct, Heidelberg, Germany.

    Google Scholar 

  • Andrus, S. H., Kuriloff, P. J., & Jacobs, C. E. (2015). Teaching middle school girls more effectively. Independent School, 73, 16–18.

    Google Scholar 

  • Anonymous. (2015). The weaker sex; gender, education and work. The Economist, 414(8928), 61–62.

    Google Scholar 

  • Bos, B., & Lee, K. (2013). Mathematics apps and mobile learning. In Society for Information Technology & Teacher Education International Conference (Vol. 2013, pp. 3654–3660). Retrieved from http://www.editlib.org/p/48675.

  • Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19(1), 1–15.

    Article  Google Scholar 

  • Castro, J. C. (2007). Enabling artistic inquiry. Canadian Art Teacher, 6(1), 6–16.

    Google Scholar 

  • Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls’ interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27–38.

    Google Scholar 

  • Dancstep (née Dancu), T., & Sindorf, L. (2016). Exhibit designs for girls’ engagement: A guide to the EDGE design attributes. San Francisco: Exploratorium.

    Google Scholar 

  • Dancu, T. (2010). Designing exhibits for gender equity (PhD dissertation). Systems Science: Psychology, Portland State University, Portland, OR, USA.

    Google Scholar 

  • Gardner, H., & Davis, K. (2013). The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. New Haven and London: Yale University Press.

    Google Scholar 

  • Grimus, M. (2013). Mobile phones and gender: Chances and challenges in education around the world. Graz University of Technology. Retrieved from http://www.education-and-gender.eu/edge/pdf/MOBILE_PHONES_AND_GENDER_13.pdf.

  • Harris, T. (2016). How technology hijacks people’s minds—From a magician and Google’s design ethicist. Retrieved May 20, 2018 from http://www.tristanharris.com/essays.

  • Jabobs, C. E., Kuriloff, P. J., Andrus, S. H., & Cox, A. B. (2014). Reaching girls. Phi Delta Kappan, 96(1), 68–75.

    Article  Google Scholar 

  • Juarrero, A. (2002). Complex dynamical systems and the problem of identity. Emergence, 4, 94–104.

    Article  Google Scholar 

  • Kessels, U. (2014). Bridging the gap by enhancing the fit: How stereotypes about STEM clash with stereotypes about girls. International Journal of Gender, Science and Technology, 7(2), 280–296.

    Google Scholar 

  • Leaper, C., Timea, F., & Spears Brown, C. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in Math/Science and English. Journal of Youth and Adolescence, 41, 268–282. https://doi.org/10.1007/s10964-011-9693-z.

    Article  Google Scholar 

  • Ofcom. (2017, November 29). Children and parents: Media use and attitudes report. Office of Communications, UK. Retrieved from https://www.ofcom.org.uk/data/assets/pdf_file/0020/108182/children-parents-media-use-attitudes-2017.pdf.

  • Osberg, D., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Curriculum Studies, 40(3), 313–328.

    Article  Google Scholar 

  • Oyserman, D., Elmore, K., & Smith, G. (2012). Self, self-concept, and identity. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity. New York and London: Guilford Press.

    Google Scholar 

  • Pew Research Center. (2018). Teens, social media & technology 2018. Washington, DC: Pew Research Center.

    Google Scholar 

  • Rosin, H. (2013, April). The touch-screen generation. The Atlantic, pp. 56–65.

    Google Scholar 

  • Stevenson, M., Hedberg, J., Highfield, K., & Diao, M. (2015). Visualizing solutions: Apps as cognitive stepping—Stones in the learning process. The Electronic Journal of e-Learning, 13(2), 366–379. Retrieved from www.ejel.org.

  • Twenge, J. M. (2017, September). Have smartphones destroyed a generation? The Atlantic.

    Google Scholar 

  • Yancey Martin, P. (2003). “Said and done” versus “saying and doing” gendering practices, practicing gender at work. Gender & Society, 1(3), 342–377.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Forget, B. (2019). Girls and Their Smartphones: Emergent Learning Through Apps That Enable. In: Castro, J. (eds) Mobile Media In and Outside of the Art Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25316-5_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-25316-5_4

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-25315-8

  • Online ISBN: 978-3-030-25316-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics