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

Abstract

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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