Girls and Their Smartphones: Emergent Learning Through Apps That Enable

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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.

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The "development of human intellectual functioning from infancy to such perfection as it may reach is shaped by a series of technological advances in the use of mind. Growth depends upon the mastery of techniques and cannot be understood without reference to such mastery. These techniques are not, in the main, inventions of the individuals who are growing up; they are, rather, skills transmitted with varying efficiency and success by the culture—language being a prime example. Cognitive growth, then, is in a major way from the outside in as well as from the inside out." The "growth of symbolic functioning links a unique set of powers to man's capacity." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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