Developing Technology Fluency in Community Practice: Exploration of the “Paintbrush” Metaphor

In this qualitative study of a girls only technology program, the authors argue that an emphasis of self-expression through the use of technology limited middle school girls’ developing technological fluency. The authors show how the metaphor of “technology as a paintbrush” was evident in (1) the organization of the physical environment of the program, (2) its curriculum, and (3) the interactions between the facilitators and the girls during the program. The authors conclude that educators need to analyze critically how the “technology as a paintbrush” metaphor is enacted in the context of facilitating girls’ identity development as technologists.