Exploring Teacher Attitude towards Information Technology with a Gender Perspective

Fatima Islahi; Nasrin

doi:10.30935/cet.512527

Fatima Islahi ¹ ^* , Nasrin ¹

More Detail

CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 37-54

https://doi.org/10.30935/cet.512527

OPEN ACCESS 2761 Views 1944 Downloads

Download Full Text (PDF)

Abstract

To acquire benefits from technology in education, due consideration must be given to attitude of teachers which plays an important role in guiding and predicting future successful use of technology in the classroom. With the feminization in the teaching fraternity and the studies reporting gender specific perception towards usefulness of technology and ease of use, the present study was, therefore, undertaken to examine the attitude of teachers towards use of technology in teaching with a gender perspective. A survey was conducted on 482 secondary school teachers from India, using Attitude towards Information Technology scale. The attitude of the respondents were assessed in terms of four dimensions; namely significance in life, usefulness for students, productivity for teaching, and teacher’s interest and acceptance. The quantitative data were analyzed using appropriate statistical techniques like t-test and ANOVA. Findings suggest that with regard to different factors viz., training, location of schools, medium of instruction and marital status, no gender specific differences in attitude towards information technology was found. Based on these results, it can be concluded that the effective use of technology in classrooms should be expected from all teachers irrespective of their gender.

Keywords: Attitudes toward information technology, Gender differences, Teacher attitudes, ICT in the classroom

References

Abuhmaid, A. (2011). ICT Training Courses for Teacher Professional Development in Jordan. The Turkish Online Journal of Educational Technology, 10(4), 195-210.
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373-398.
Ardies, J., De Maeyer, S., & Gijbels, D. 2013. Reconstructing the Pupils Attitude towards Technology-survey. Design and Technology Education: An International Journal, 18 (1), 8-19.
Athina, M. & George, H. (2005). Pedagogical obstacles in teacher training in information and communication technology. Technology, Pedagogy and Education, 14(2), 241-254.
Bakr, S. M. (2011). Attitudes of Egyptian teachers towards computers, Contemporary Education Technology, 2(4), 308-318.
Bandura, A. 1999. Social cognitive theory of personality. In L. Pervin & O. John (Eds.), Handbook of personality (2nd edition). New York: Guilford.
Bhargava, A., Kirova-Petrova, A., & McNair, S. (1999). Computers, gender bias, and young children. Information Technology in Childhood Education,1999 (1), 263-274.
Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100.
Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155.
Bullen, M., Morgan, T. & Qayyum, A. (2011). Digital learners in higher education: generation is not the issue. Canadian Journal of Learning & Technology, 37(1), 1-24.
Cai, Z., Fan, X., and Du, J. (2017). Gender and attitudes to- ward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu. 2016.11.003
Cavas, B., Cavas, P., Karaoglan, B., & Kisla T. (2009). A study on science teachers' attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8(2), 20-32.
Chigona, A. & Chigona, W. (2010). Capability approach on pedagogical use of ICT in schools. TD: The Journal for Transdisciplinary Research in Southern Africa, 6(1), 209-224. doi:http://hdl.handle.net/10394/3617
Chigona, A., Chigona, W., & Davids, Z. (2014). Educators' motivation on integration of ICTs into pedagogy: Case of disadvantaged areas. South African Journal of Education, 34(3), 01-08.
Colley, A. & Comber, C. (2003). Age and gender differences in computer use and attitudes among secondary school students: What has changed? Education Research, 45(2), 155-165.
Connell, R. (2002). Gender: Short introductions. Cambridge: Polity.
Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22(5), 320-334.
Copley J. & Ziviani, J. (2004). Barriers to utilisation of assistive technology with children who have multiple disabilities. Occupational Therapy International, 11(4), 229-43.
Correa, T. (2010). The participation divide among “online experts”: Experience, skills, and psychological factors as predictors of college students' web content creation. Journal of Computer‐Mediated Communication, 16(1), 71-92.
Cullen, T. A. & Greene, B. A. (2011). Preservice teachers' beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29-47.
Culley, L. (1988). Option choices and careers guidance: Gender and computing in secondary schools. British Journal of Counseling and Guidance, 16(1), 72-82.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340, doi:10.2307/249008
Deniz, L. (2007). Prospective class teachers’ computer experience and computer attitude. International Journal of Social Sciences, 2(2), 116-122.
Durndell, A. & Haag, Z. (2002). Computer self-efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18(5), 521-535. http://dx.doi.org/10.1016/ S0747-5632(02)00006-7
Dursun, O. O., Donmez, O., & Akbulut, Y. (2018). Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology, 9(1), 22-41.
Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669-686. doi:10.1016/j.compedu.2007.07.004
Fallows, D. (2005). How men and women use the Internet. Pew Internet and American Life Project. Retrieved on from 01 October 2017 http://www.pewInternet.org/Reports/ 2005/How‐Women‐and‐Men‐Use‐the‐Internet.aspx
Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005-2011. Computers & Education, 68, 211- 222. doi:10.1016/j.compedu.2013.05.002
Gorder, L. M. (2008). A study of teachers’ perceptions of technology integration in the classroom. The Delta Pi Epsilon Journal, 50(2), 63-76.
Gujjar, A. A., Naemullah, M., & Tabassum, R. (2013). A study of the attitudes of student teachers toward use of computer. Pakistan Journal of Commerce and Social Sciences, 7(2), 346-353
Guo, R. X., Dobson, T. & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235-254
Guoyuan, S., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: Exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27(2), 160-172. doi:10.1111/j.1365-2729.2010.00383.x
Hargittai, E. & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Communication & Society, 11(2), 239-256.
Harper, D. O. (1987). The creation and development of educational computer technology. In R. M. Thomas & V. N. Kobayashi (Eds.), Educational Technology-Its creation, development and cross-cultural transfer (pp.35-64). Oxford: Pergamon.
Helsper, E. J. & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503-520
Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192.
Hernández, R. (2017). Impact of ICT on Education: Challenges and Perspectives. Journal of Educational Psychology ‐ Propósitos y Representaciones, 5(1), 337-347.
Hernes, F. et al., (2000). Knowledge and competence in ICT among teachers in Norway. Retrieved on 15 October 2011 from http://www.ifip.or.at/con2000/iceut2000/ iceut09- 04.pdf
Hohlfeld, T.N., Ritzhaupt, A.D., Barron, A.E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648-1663. doi:10.1016/j.compedu.2008.04.002
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648-1663. https://www.computer.org/csdl/proceedings/iset/2017/3031/00/08005405.pdf
Inan, F. & Lowther, D. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
Isman, A. & Dabaj, F. (2004). Attitudes of students towards Internet. Turkish Online Journal of Distance Education, 5(4). Retrieved on 01 October 2017 from http://tojde.anadolu.edu. tr/tojde16/articles/dabaj.htm
Jancius, M. & Paez, S. (2003). Converting counselor Ludites: Winning over technology resistant counselors. In J. W. Bloom & G. R. Walz (Eds.), Cybercounseling and cyberlearning: Strategies and resources for the millennium (pp 81-114) Alexandria, VA: American Counseling Association.
Jennings, S. & Onwuegbuzie, A. (2001). Computer attitudes as a function of age, gender, math attitude, and developmental status. Journal of Educational Computing Research, 25(4), 367-384.
Kay, R. H. (1992). An analysis of methods used to examine gender differences in computer-related behaviour. Journal of Educational Computing Research, 8(3), 323-336.
Kay, R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211.
Khan, S.H. (2013). Attitude of prospective teachers and prospective teacher educators’ towards the usage of information and communication technology and its related technologies in colleges of teacher education. Scholarly Research Journal for Interdisciplinary Studies, 2(8), 368-381.
Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. doi: 10.1016/j. tate.2012.08.005
Kirkpatrick, H. & Cuban, L. (1998). What the research says about gender differences in access, use, attitudes and achievement with computers. Educational Technology, 38(4), 56-61.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.
Kumar, B.T. S. & Kumara, S.U.S. (2018). The digital divide in India: Use and non-use of ICT by rural and urban students. World Journal of Science, Technology and Sustainable Development, 15(2), 156-168. https://doi.org/10.1108/WJSTSD-07-2017-0021
Kuskaya-Mumcu, F. & Kocak-Usluel, Y. (2010). ICT in vocational and technical schools: Teachers' instructional, managerial and personal use matters. Turkish Online Journal of Educational Technology, 9(1), 98-106.
Lee, N. (2011). Teachers’ motivation to integrate technology: A study of expectancy-value, perceived instrumentality, and prosocial goals (Unpublished doctoral dissertation). University Of Oklahoma. Retrieved on 03 June 2018 from Dissertations & Theses @ University of Oklahoma. (Publication No. 3488211).
Li, B.P. (2012). Analysis for discrepancies in educational technology ability of urban-rural primary and secondary teacher. Modern Educational Technology, 22(4), 29-33.
Li, N. & Kirkup, G. (2007). Gender and cultural differences in Internet use: A study of China and the UK. Computers & Education, 48(2), 301-317.
Livingstone, S. & Helsper, E. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media and Society, 9(4), 671-696.
Lloyd, M. & Albion, P. (2005, March). Mistaking the tool for the outcome: Using activity system theory to understand the complexity of teacher technophobia. Paper presented at the International Conference of the Society for Information Technology and Teacher Education (SITE). Phoenix, Arizona.
Madhavi, C. & Vimala, B. (2011). A study on work related stress and work family issues experienced by women software professionals in Chennai. 3rd International Conference on Information and Financial Engineering (IPEDR). Vol.12. Singapore: IACSIT Press.
McCarthy, P.J. (1998). Teacher attitudes toward computers and the relationship between attitudes toward computers and the level of involvement with computers among New York City special education teachers (Unpublished doctoral dissertation). Columbia University Teachers College, New York, DAI 59/01A.
Meraz, S. (2008). Women and technology: How socialization created a gender gap. In P. M. Poindexter, S. Meraz & A. Schmitz‐Weiss (Eds.), Women, men and news: Divided and disconnected in the news media landscape (pp. 99-116). New York: Routledge.
Muralidharan, K., Singh, A., & Ganimian, A. J. (2017). Disrupting education? Experimental evidence on technology-aided instruction in India. NBER Working Paper No: 22923. Retrieved on 01 October 2017 from https://www.nber.org/papers/w22923.pdf
Nasrin and Islahi, F. (2011). Manual for attitude scale towards information technology for teachers. Agra: Manasvi.
Neyland, E. (2011). Integrating online learning in NSW secondary schools: Three schools perspectives on ICT adoption. Australia Journal of Educational Technology, 27(1),152-173
North, A. S. & Noyes, J. M. (2002). Gender influences on children's computer attitudes and cognitions. Computers in Human Behavior, 18(2), 135-150.
Nunan, D. & Wong, L. (2005). Innovation and change: Information technology and inservice teacher edu- cation. In C. Davison (Ed.), Information technology and innovation in language education (pp. 195- 227). Hong Kong, China: Hong Kong University Press.
Phelps, R. & Ellis, A. (2002, July). A metacognitive approach to computer education for teachers: Combining theory and practice for computer capability. Paper presented at the Linking learners: Australian Computers in Education Conference (ACEC 2002), Hobart, Tasmania.
Pinkard, N. (2005). How the perceived masculinity and/or femininity of software applications influences students’ software preferences. Journal of Educational Computing Research, 32(1), 57-78.
Plomp, T., Anderson, R. E., Law, N., & Quale, A. (Eds.). (2009). Cross-national information and communication technology: Policies and practices in education. Charlotte, NC: Information Age.
Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129.
Rajpoot, V.K.S. & Rajpoot, O. (2011), Attitude of teachers towards educational technology, International Journals of Multidisciplinary Research Academy, 1(1), 40-46.
Rogers, E. M. (1995). Diffusion of innovation (4th ed.). New York: The Free press.
Romano, M. T. (2003). Empowering teachers with technology. Lanham, MD: Scarecrow Press.
Sainz, M. & Saez, M. L. (2010). Gender differences in computer attitude and the choice of technology related occupations in a sample of secondary students in Spain. Computers & Education, 54(2), 578-587.
Sainz, M., Meneses, J., Fabregues, S., and Lopez, B. (2016). Adolescents’ gendered portrayals of occupations in the field of information and communication technologies. International Journal of Gender, Science and Technology, 8(2), 181–201.
Salehi, H. & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (pp.215-219). Hong Kong: IPEDR.
Schottenbauer, M.A., Rodriguesz, B.F., Glass, C.R., & Arnkoff, D.B. (2004). Computers, anxiety and gender: an analysis of reactions to the Y2K computer problem. Computers in Human Behavior, 20(1), 67-83.
Sharma, R. (2013). Teaching attitude of higher secondary schools’ teachers of Raebareli. Journal of Indian Research, 1(3), 154-158. Retrieved on 30 July 2017 from http://mujournal.mewaruniversity.in/JIR3/17.pdf
Slaouti, D. & Barton, A. (2007). Opportunities for practice and development: newly qualified teachers and the use of information and communication technologies in teaching foreign languages in English secondary school contexts. Journal of In-service Education, 33(4), 19.
Tarhini, A., Hone, K. and Liu, X. (2015), A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755. doi:10.1111/bjet.12169
Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235-251.
Teo, T., Milutinovi C. V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers & Education, 94(7), 77-88.
Terry, A. & Gomez, R. (2010). Gender and public access computing: An international perspective. The Electronic Journal of Information Systems in Developing Countries, 43(5), 1-17.
Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample. Procedia Social and Behavioral Sciences, 1(1), 1285-1294. http://dx.doi.org/10.1016/j.sbspro.2009. 01.228
Wong, E.M.L. & Li, S.C. (2008). Framing ICT implementation in a context of educational change: a multilevel analysis. School Effectiveness and School Improvement, 19(1), 99-120.
Wong, S. L. & Hanafi, A. (2007). Gender differences in attitudes towards information technology among Malaysian student teachers: A case study at Universiti Putra Malaysia. Educational Technology & Society, 10 (2), 158-169.
Wozney, L., Venkatesh, V., & Abrami, P.C. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207.
Wylie, C (2000). Trends in feminisation of the teaching profession in OECD countries 1980–1995. ILO Working Paper. Geneva, Switzerland.
Yildirim, S. (2007). Current Utilization of ICT in Turkish basic education schools: A review of teacher's ICT use and barriers to integration. International Journal of Instructional Media, 34(2), 171-86.
Yilmaz, N.P. (2011). Evaluation of the technology integration process in the Turkish education system. Contemporary Educational Technology, 2(1), 37-54.
Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248.
Yusuf, M.O. (2011). Student-teachers’ competence and attitude towards information and communication technology: A case study in a Nigerian University. Contemporary Educational Technology, 2(1), 18-36.
Zaman, A., Hussain, M.A., Ghafar A., & Khan S. (2018). Teachers’ conception, attitude and practices of educational technology. Pakistan Journal of Distance and Online Learning, 4(1), 111-122.
Zajonc R.B. (1968). Attitudinal effects of mere exposure. Journal of personality and Social Psychology, 9(2),1-27.
Zhao, Y., Xu, J., & Chen, M. (2017). Analysis of urban-rural discrepancies in primary and secondary school teachers’ ICT application ability in teaching and research in China. Proceedings of the International Symposium on Educational Technology (pp. 131-134). Hong Kong: IEEE. doi: 10.1109/ISET.2017.38

Citation

Islahi, F., & Nasrin (2019). Exploring Teacher Attitude towards Information Technology with a Gender Perspective. Contemporary Educational Technology, 10(1), 37-54. https://doi.org/10.30935/cet.512527

Islahi, F., and Nasrin (2019). Exploring Teacher Attitude towards Information Technology with a Gender Perspective. Contemporary Educational Technology, 10(1), pp. 37-54. https://doi.org/10.30935/cet.512527

Islahi F, Nasrin. Exploring Teacher Attitude towards Information Technology with a Gender Perspective. CONT ED TECHNOLOGY. 2019;10(1), 37-54. https://doi.org/10.30935/cet.512527

Islahi, Fatima, and Nasrin. "Exploring Teacher Attitude towards Information Technology with a Gender Perspective". Contemporary Educational Technology 2019 10 no. 1 (2019): 37-54. https://doi.org/10.30935/cet.512527

Islahi, Fatima et al. "Exploring Teacher Attitude towards Information Technology with a Gender Perspective". Contemporary Educational Technology, vol. 10, no. 1, 2019, pp. 37-54. https://doi.org/10.30935/cet.512527

Islahi F, Nasrin. Exploring Teacher Attitude towards Information Technology with a Gender Perspective. CONT ED TECHNOLOGY. 2019;10(1):37-54. https://doi.org/10.30935/cet.512527