High School Teachers' Gender-Oriented Perceptions of Technology Integration

Abstract

Within social studies, researchers note limited attention has been given to examining gender differences associated with technology integration, and have called for increased dialogue regarding gender-related technology issues (Crocco, 2006, 2008; Crocco, Cramer, & Meier, 2008; Friedman & Hicks, 2006; Marri, 2007; Mason, Manfra, & Siko, 2005; Sanders, 2006). In response, this chapter explores the gender divide in secondary teachers' perceptions of effective technology integration. Using a qualitative research design, this chapter provides insight into social studies teachers' perceptions of their pedagogical practices and technology integration. The purpose of this study is to develop an understanding of the differences in male and female teachers' use of technology to teach and support student learning. Consideration of how technology is associated with gender-sensitive pedagogical thinking and practice may address the aforementioned gap in technology usage in social studies. Patterns uncovered in data analysis suggest that gender plays a critical role in social studies technology integration. The results from this study can inform methods in which technology is integrated into future social studies classrooms, particularly in emerging areas such as online courses.