Computer availability, computer experience and technophobia among public school teachers

Rosen, Larry D.; Weil, Michelle M.

doi:10.1016/0747-5632(94)00018-d

Cited by 205 publications

(122 citation statements)

References 23 publications

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“…Rosen and Weil (1995) reviewed a number of early studies, conducted in [1985][1986][1987][1988][1989][1990], and concluded that the research conclusions had been conflicting. Two studies found no gender differences, while three others found female trainee teachers to be more anxious than males.…”

Section: Research On Gender Issues In Pre-service Teachers' Trainingmentioning

confidence: 99%

“…In addition, female and male students are likely to be different in terms of the types of computer use rather than in all areas of ICT application (Colley, 2003;Mitra et al, 2001). ICT related gender inequalities concern not only students, but also educators (Rosen & Weil, 1995). As research reviews reveal, female teachers tend to be more anxious, less experienced and less confident about their ICT competencies and it is less likely that they will apply computers for various teaching and learning purposes compared with their male colleagues (Shapka & Ferrari, 2003).…”

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confidence: 99%

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Gender issues in preservice teachers' training: ICT literacy and online learning

Markauskaitė

2006

AJET

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Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a significant predictor for some trainee teachers' scores, related to their technical ICT capabilities. Female and male participation in compulsory online learning activities was also compared. No significant differences were observed. IntroductionThe introduction of information and communication technology (ICT) into the educational sector has created new social stereotypes and gender inequalities. Since the invention of computers, ICT related activities have been viewed as a "male domain" (Brosnan & Davidson, 1996;Panteli, Stack & Ramsay, 1999) or "something for boys" (Reinen & Plomp, 1996). In schools, a computer was associated primarily with programming and logical scientific thinking. Thus, old, stereotypic gender differences in attitudes and achievements that previously existed in mathematics and technological disciplines were extrapolated to the new area of ICT. As several research reviews and meta-analyses have summarised, boys were more interested in ICT than girls, were heavier users of computers, had 2 Australasian Journal of Educational Technology, 2006, 22(1) more positive attitudes about computers, and thus outperformed girls in ICT literacy 1 (Reinen & Plomp, 1993Volman & Eck, 2001).During the last two decades, the role of ICT in education changed radically. New technologies became an indispensable aspect of learning, work and everyday life. A number of researchers argued that computing should no longer be regarded as a male domain (King, Bond & Blandford, 2002;North & Noyes, 2002;Whitley, 1997). According to them, canonical gender gaps in the educational sector are disappearing and, probably, do not have any practical importance for the future.However, a number of recent studies have provided evidence that ICT related differences between females and males lessened mainly in access to ICT, and in basic computer skills (Busch, 1995;Rainer, Laosethakul & Astone, 2003 et al., 2001). In addition, female and male students are likely to be different in terms of the types of computer use rather than in all areas of ICT application (...

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Section: Research On Gender Issues In Pre-service Teachers' Trainingmentioning

confidence: 99%

mentioning

confidence: 99%

Gender issues in preservice teachers' training: ICT literacy and online learning

Markauskaitė

2006

AJET

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“…Many studies have demonstrated that females report higher levels of computer anxiety than males (Brosnan, 1998;Liu, Reed, & Phillips, 1992;Rosen & Weil, 1994). Furthermore, these effects have been demonstrated in a variety of environments and across age groups (Williams, Ogletree, Woodburn, & Raffeld, 1993).…”

Section: Factors Impacting Subgroup Cross-mode Invariancementioning

confidence: 99%

Assessing the measurement invariance of latent job satisfaction ratings across survey administration modes for respondent subgroups: A MIMIC modeling approach

Whitaker

McKinney

2007

Behavior Research Methods

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“…Teaching with technology requires the teachers to expand their knowledge of pedagogical practices across multiple aspects of the planning, implementation and evaluation processes. Lack of these technology-related management skills can hinder technology integration [21]. If properly integrated, ICT has the potential to promote technology in education, but it should not be considered as a replacement for face-to-face instruction, rather as a support to attain objectives that have not been attained efficiently otherwise.…”

Section: Ict Integration With the Other Subjectsmentioning

confidence: 99%

Teachers Readiness in Using ICT in the Classroom: The Case of a Developing Country

Mndzebele¹

2013

IJIET

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Abstract-The aim of the study is to present a review of the teachers' readiness of teaching ICT as a subject, integrating ICT to the other subjects in Swaziland, taking into consideration the challenges encountered in the classrooms. A quantitative research design was used through a questionnaire to collect data from a sample of schools. Systematic sampling was done on the schools in terms of region, location (urban/rural) and type of school (government, mission/church or community). A qualitative research design was also used to collect data through interviews in all teacher education institutions in the country. The study reveals that the Ministry of education has to build an education and training system that will support the teaching ICT as a subject and ICT integration in teaching and learning.

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Computer availability, computer experience and technophobia among public school teachers

Cited by 205 publications

References 23 publications

Gender issues in preservice teachers' training: ICT literacy and online learning

Gender issues in preservice teachers' training: ICT literacy and online learning

Assessing the measurement invariance of latent job satisfaction ratings across survey administration modes for respondent subgroups: A MIMIC modeling approach

Teachers Readiness in Using ICT in the Classroom: The Case of a Developing Country

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