'Want diversity and girl leaders in tech?' Just give them the opportunity, says Tony Parkin
A key challenge facing the digital technology sector is the lack of diversity in the sector’s workforce. Typically only around 12 per cent of technology staffing is female, for example.
A number of theories have been put forward about why this might be, with proposals to help address the issue. One is to encourage female students to take on digital leadership, and the GDST Digital Leaders Conference 2017 showed just how effective this strategy can be.
This, the third GDST Digital Leaders Conference, took place at South Hampstead High School earlier this year. More than 200 students, aged from 10 to 18, gathered from 22 schools across the Trust, along with 60 teachers and mentors for a day of inspiration and digital and entrepreneurial challenge.
And those of us fortunate enough to be there left feeling very aware that there is no shortage of skills, ambition and enthusiasm among the potential digitech female workforce of the future. As the Apps for Good movement has also demonstrated, get the nature of the challenge right, and the design and logistics correct, and girls are demonstrably as able, competent, enthusiastic and committed as their male peers. We need to look elsewhere for explanations for that low proportion of women in the workforce!
Who are the digital leaders?
Digital leaders are school students who have been identified as having an interest and aptitude for digital technology at school. The scheme is relatively informal, and will vary in nature from one school to another, but its unifying feature is the energy, passion and commitment demonstrated by students for the field of digital technology.
Recognising this grassroots movement, three years ago the Girls Day School Trust (GDST) organised the first of its annual Digital Leaders Conferences for member schools. One aim of these conferences is to recognise and showcase the work of digital leaders at the GDST schools, another is to encourage the students to pursue studies, and eventually careers, in the field of digital technology. To further these auims, the GDST assembles an impressive array of technology role models, some of whom are male, but the majority are women already working and succeeding in the digital sector.
This year the theme of the conference was language learning. Prior to the event the teams had been advised to conduct some research around the theme, and in particular to look at products that are already available in the language learning market. It was also suggested that they may like to consider a particular area of languages and digital technology that they would like to focus on for the challenge.
From a yurt in Mongolia to champion of endangered languages
The day opened with a keynote from the impressive Inky Gibbens (@InkyGibbens, pictured right), founder of Tribalingual, and a perfect, youthful exemplar of the digital and linguistic entrepreneurial spirit the day aimed to foster. Born in a yurt in Mongolia, challenging but successful schooldays in the UK were followed by university and business success.
Then, discovering that her grandmaternal native language of Buryat was endangered, she found her real passion for trying to save such languages, which are currently disappearing at the rate of one every few days. Her career diverted from business to entrepreneurship, and she set up Tribalingual, an online platform which aims to save endangered languages by linking would-be learners with native speakers.
I suspect if one wrote a romantic novel with this character and plotline every publisher would reject it as implausible. But the excellent and forthright Inky showed that these things can and do happen if you discover your passion, and commit yourself to achieving it. So far, so uplifting.
On to the main event. Only on the actual day did the teams receive the full details of the challenge — to develop an event, campaign, competition, app, website or product that helped promote language learning via digital technology. It had to be innovative, and have a clearly identified USP (unique selling point).
Not only did they have to produce a visual mock-up of the product, they also had to create a marketing plan, promotional material… oh, and a business case with a pricing model. And they would be judged on all these aspects. As if this wasn’t challenge enough, they only had around three hours to complete the project, including lunch and a separate workshop that also ate into the precious time allowed.
Students take the lead
As I strolled around the hall, two things became immediately clear. The first was obvious, a huge rush of energy as the teams began their work — the atmosphere was absolutely vibrant. The second was subtler. While at some tables teachers were corralling the students, doing much of the talking, and organising projects, at others the students were clearly taking the lead, and the teachers were sitting back a little. One table of very active digital leaders in particular struck me, and I chatted briefly to their associated mentor. "Oh, they do really well each year, this team," he said. All my beliefs about the importance of student leadership were immediately reinforced.
Through just over three hours of the main challenge I was kindly allowed to observe the team from Norwich High School for Girls. This enabled me not only to follow the mentoring activity of Dee Saigal (pictured left), the CEO of Erase All Kittens, but also just see in detail how a team of nine students addressed such a complex challenge in only a few hours. And to be hugely impressed by both.
One obvious aspect of the Norwich team was that although there were five students from the upper school, they had also included four students from Year 5 to help share the learning and fun of the day. And as the work progressed it was inspiring to see how tasks were decided upon and distributed, so that the Year 5 students could take on and independently manage tasks in which they were competent. True student digital leadership at work.
Gradually the various elements of "Lingeur", their particular language learning proposal, took shape. The logo was developed (I just can’t imagine where the inspiration for that logo shape came from!). Animated adverts created, business models and marketing materials, including a website, were designed. Mentoring was sought as required. Lots of laughter and fun, minimal evidence of egos or tension.
The pace accelerated to feverish as the 2.15pm deadline approached, and the tablecloth was transformed into a giant display. But no nerves frayed, no-one got snappy with one another, and gradually, piece by piece, the proposal fell into place.
Dee Saigal and I were just so impressed. As Dee remarked, it took her own project team months to get around to realising the importance of some of the aspects these girls were coming up with in a few hours. But it was also clear the girls really valued and benefited from having a mentor like Dee to bounce these ideas off, someone who faces such issues on a daily basis herself.
I also managed to grab some time to talk to the students in the Norwich team. Or more accurately, to listen to the students after asking them for their take on the day. These were very articulate girls with lots to say about being digital leaders, their roles in the project, and women and digital technology in general.
No time to Lingeur...
I was particularly impressed by the comments Arshia, one of the Year 5 members of the group, made about the team’s way of working. She was extremely aware and appreciative of the way the older girls had afforded space and opportunity for the younger girls to lead on some of the tasks.
They had really helped the Year 5s grasp the concepts, learn new software, and then lead on activities such as the animated film and logo creation, rather than dominating all aspects of the challenge. I had observed this happening, but it was important and satisfying to realise that it felt like that to the Year 5 girls too!
I had been particularly impressed by one of the older girls, Chelsea, who had unobtrusively and effectively demonstrated leadership throughout the whole session. Not by dominating discussion, but just by the sort of effective project management that is so crucial to success. I did manage to grab a few minutes of Chelsea’s time too (see separate section), and this was long enough to have an existing belief in the importance of developing student digital leadership absolutely confirmed.
During the judging process the students got to meet with students from the other schools, as they walked around to look at other teams' efforts. A wide and impressive range of solutions were on display, including several, such as "Lingualini" from Sutton High School, which incorporated virtual reality headsets, avatars and gamification. Cutting edge stuff. Lots of constructive challenges, thoughtful questioning, and lovely appreciative remarks as the girls saw the approaches the other schools had taken. And alongside the judges they also got to vote for their favourite solution from another school for the People’s Choice Award.
A fascinating panel discussion (pictured below) about the challenges and opportunities for women in IT then furnished another opportunity for authentic role-model engagement. With an expert platform including a web graphic designer, a hedge-fund systems engineer, an online entrepreneur and a web solution provider, there was something for everyone to aspire to. Also to see that. whatever the statistics suggestd, gender was not a barrier to digital success.
Indeed one of the panel even suggested that their relative scarcity made them an even more desirable asset. The first question from a student digital leader was, “How does your work benefit the world?”! A torrent of equally challenging and pragmatic queries followed.
By now it's clear that I had had a wonderful time observing this event. The icing on the cake was still to come. It was now time for the verdicts from the judges. Amy Icke, the GDST’s digital learning platform manager who had organised the event so superbly, along with keynoter Inky Gibbens, took to the stage to announce the winners. The Gold Award went to a team from Croydon High. But the Norwich team that I had been observing took both a Silver and the People’s Choice Award! So the whole room was clearly as impressed as I had been by this wonderful team from Norwich High School.
As I left South Hampstead High School after a truly inspiring day I found myself reflecting on a number of things. First, that the Student Digital Leaders programme is just as amazing, and needed, as it was ten years ago, and it is sad that it has not received wider recognition, sponsorship and uptake. Second, that any prejudices about the GDST being a rather old-fashioned organisation were clearly entirely misplaced; this was one of the most innovative digital technology gatherings I have attended.
Finally, as I was shown by some perceptive teachers ten years ago, sometimes the secret of enabling girls to show their digital expertise and prowess, is not to ‘pinkify’ the challenges, but maybe to get the sarcastic, aggressive and dominating teenage boys out of the way?
Being a Student Digital Leader
Chelsea is a student digital leader at Norwich High School. In a short break, I asked her how she got involved in the programme, and what it had meant for her own digital development.
“I’ve been involved for two years.” she told me. “Our school, at the time I started, didn’t have much of a digital presence. We didn’t have a GCSE on timetable, so we organised one ourselves as an after-school club on Fridays for an hour each week. But we still got great results, with over 90 per cnet A/A* in our year. There wasn’t an A level offering, it was all quite hard, and we needed to get the digital leaders and technology a bigger presence.
“I’m not sure if it was us that had the impact, but the picture has improved a lot now. All students have a 1:1 device, a mixture of laptops and iPads, and we have a GCSE in Computing. We also have an A level, which may be because we lobbied a lot — there are three of us in the class — and also GCSE numbers are on the up. Which is great, because it is such an important subject.”
“I’ve loved the subject ever since I was young, in the juniors, playing Crystal Rainforest, and making 'turtle drawings', and using Lego Robots. Then we came into senior school, and it wasn’t as much fun, doing ICT with spreadsheets and stuff.
"It was OK, and useful, but wasn’t what I wanted to do. So I did coding in a lunchtime, where we had one teacher who offered a coding club, which we started with Scratch. That was quite late as we should really have had that in junior school, and then we went on to Python.
'I realised this was what I wanted to do — coding!'
"We had to do a Python project for GCSE, which meant learning it as we did the project. Not ideal, but we did it and I really enjoyed it. It involved a lot of persevering, and I realised that this was what I wanted to do, I wanted to code! I enjoy creating things that will make a difference, and technology is such a big and important sector in the world, it is changing so rapidly and I want to be a part of it.
“Two of us went as lead digital leaders to the BETT show recently, to try and find resources to help the younger digital leaders learn to code. There were really no other kids there. I know it’s for teachers really, but kids are the ones who are going to know what they need. And then I got some work experience.
“The school have been incredibly supportive. When they knew I wanted to code they fixed up some work experience for me at Naked Element, a local solutions developer that uses the Agile approach. I really enjoyed it, and since then they offered me some paid work, so I went back and did more coding during the school holidays.
"I really want to study coding at university, and have thought about Oxford. I also considered going to the US, but the courses there were way too expensive, so I am now also looking at Canada, and quite fancy Toronto.”
With that Chelsea was back to supervising the younger team members. Leaving a strong impression that the future of Computing is safe in their hands, as long as there are a few more like Chelsea getting involved in the student digital leaders movement. And, looking round the room, I believe there are!
GDST 2016 DL event video
History of Student Digital Leaders
Student digital leaders first came to the UK some ten years ago. Two UK teachers, Daniel Stucke and Kristian Still, saw a similar scheme in the US and thought they would try it in their own schools. They presented the results at an SSAT National Conference which inspired other schools to follow suit.
Models for Student Digital Leaders schemes vary from school to school, but the core model remains the same. A team of students is selected, sometimes competitively by application, on their aptitude towards using digital technologies. They then undertake a number of activities revolving around peer mentoring, technical support and teacher training and support.
Though offered some support over the years, initially by SSAT and Toshiba, and latterly by Makewav.es, the digital leaders scheme has remained a grassroots movement largely driven by committed teachers on a regional basis. Notable pioneers have included Mark Anderson in secondary schools in the south west, Sheli Blackburn in primary schools in Norfolk, Chris Sharples up in Yorkshire and 'Hwb' schools in Wales. Local groups of student digital leaders occur elsewhere, eg Haringey and Redbridge, but there is now little apparent co-ordination of the disparate groups.
The Girls Day School Trust observed some of their member schools had adopted student digital leaders programmes, so organised their first conference some three years ago. This year 22 schools took part in the now annual competitive event.