Factorial invariance across gender of a perceived ICT literacy scale

Lau, Wilfred W. F.; Yuen, Andrea

doi:10.1016/j.lindif.2015.06.001

Cited by 28 publications

(30 citation statements)

References 32 publications

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“…We interpret the women's more positive opinion of the program and the techniques more in relation to their innovative potential than to the use of ICT as instruments. Therefore, the supposed gender digital divide [79] must be taken with extreme caution, and the results from different conceptions of what innovation means should be analyzed [80].…”

Section: Discussionmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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Section: Discussionmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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“…Whitley (1997) bireylerin teknoloji kullanımına ilişkin teknolojik cinsiyet açığı/uçurumu (Technological gender gap) kavramını ifade etmektedir. Teknolojik cinsiyet açığı kapsamında araştırmaların yoğunluğu dikkat çekmektedir (Brosnan, 1999;Cooper, 2006;Jenson, Castell, & Bryson, 2003;Lau, & Yuen, 2015;Lim, & Meier, 2011;Littleton, & Hoyles, 2002;NCWIT, 2014). Kadın ve erkeklerin teknoloji kullanım yeterliklerine ilişkin farklılığı ifade eden yaklaşımda, 1990'lı yıllarda erkeklerin kadınlara oranla teknoloji yeterliklerinin daha yüksek olduğu görülmektedir.…”

Section: Teknoloji öZ-yeterliği Ve Cinsiyetunclassified

“…Bunun nedenlerinden biri olarak kadınların teknoloji öz-yeterlik düzeylerinin zayıf olması ifade edilmektedir (Whitley, 1997). 2010'lu yıllar dikkate alındığında teknolojik cinsiyet açığının devam ettiği görülmektedir (Lau, & Yuen, 2015). Zhao, Lu, Huang ve Wang (2010) çalışmalarında, ifade edilen teknoloji cinsiyet açığının nedeni olarak öz-yeterlik önemli bir belirleyici olarak ifade edilmektedir.…”

Section: Teknoloji öZ-yeterliği Ve Cinsiyetunclassified

Bilişim Teknolojileri Özyeterliği Cinsiyet Açığı: Ortaokul Matematik Öğretmenlerine Yönelik Bir İnceleme

Kartal¹,

Temelli²,

Şahin³

2018

Kuramsal Eğitimbilim

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In the research, it is aimed at to examine the self-efficacy levels of information technology of secondary school mathematics teachers according to gender. The study also finds out whether the self-efficacy levels of male and female teachers differ according to professional experience. In the study, a causal comparative research design one of the quantitative research methods is used. The research population is composed of secondary school mathematics teachers taught in Çanakkale. Based on the principle of volunteering, participants were reached by using "random sampling technique". A total of 168 teachers, 71 males and 97 females, participated in the research. With this technique, the "Self-efficacy Perceptions Scale of Teachers' Information Technology" developed by Ekici, Ekici and Kara (2012), consisting of 27 items, was used as data collection tool. The results of the study revealed that male and female mathematics teachers' self-efficacy levels of IT are "high" (over total score) according to the rating between "very low" and "very high". It was found out that self-efficacy levels of male teachers are higher than selfefficacy levels of female teachers. In addition, it was seen that self-efficacy levels of male teachers are higher than female self-efficacy levels in each professional experience.

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“…After several decades of efforts to reduce the digital gap, researches have shown that the gender gap still persists (Lau & Yuen, 2015). Sunkel (2006), in an investigation carried out in Brazil, Chile and Mexico, incorporates the issue of the difference that exists between men and women in relation to the self-perception of skills and abilities in the use of ICTs.…”

Section: Introductionmentioning

confidence: 99%

“…To reinforce this, the WGBH Educational Foundation and the Association for Computing Machinery (2009) reported that regardless of race and ethnicity, women show significantly less interest than men in computing. The latter are more likely to associate computing with video games, design, electronics, problem solving and interesting (Lau & Yuen, 2015). since the parents have few strategies for adequate supervision and monitoring them (Arab & Díaz, 2015;CEPAL & UNICEF, 2014).…”

Section: Introductionmentioning

confidence: 99%

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

Arias¹,

Avendaño²,

Sanchez³

et al. 2017

GJHS

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Modern societies are increasingly globalized, where information and communication technologies (ICTs) play a fundamental role in every aspect of daily life: from the social, family, labor, among others. Every day more people who without distinguishing age and gender are seen in the need and desire to have at least one technological device. Objective: To examine the impact of using ICTs in the family relations of the residents of Medellín city. Methodology: exploratory-descriptive research through a quantitative methodological design, a non-probabilistic sampling by criterion was made, where 77 people were selected. Data were collected through a questionnaire type survey with closed questions in a virtual way during 3 Months. Results: among the results, 73.4% of responders suggest that there is no adequate supervision of adults to guide children and adolescents to establish a critical position on these contents. On the other hand, the most valued resources are the mobile device and computer for the possibilities of communication between relatives that are far way and for being means to improve the educational and labor processes. Conclusion: studies around ICTs and their impacts have grown significantly, which it ratifies the importance of the topic. It is imperative that parents stop seeing ICTs as a distant entity, and try to be at the forefront of the uses of the same by children, to generate effective control in the training processes within the family.

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Factorial invariance across gender of a perceived ICT literacy scale

Cited by 28 publications

References 32 publications

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Bilişim Teknolojileri Özyeterliği Cinsiyet Açığı: Ortaokul Matematik Öğretmenlerine Yönelik Bir İnceleme

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

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