ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

Palomares-Ruiz, Ascensión; Cebrián, Antonio Arcos; López-Parra, Emilio; García-Toledano, Eduardo

doi:10.3390/su12135286

Cited by 18 publications

(21 citation statements)

References 25 publications

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“…Nevertheless, most studies have found significant differences in digital competence between men and women, for example, women seem to be less competent [35], but some researchers do not find differences [20,[44][45][46][47].…”

Section: Discussionmentioning

confidence: 99%

“…This also includes female teachers [37]. Nevertheless, not all studies have found these differences in digital competence when analysing the variable of gender [18,20,44], even with teachers in training [45,46]. In this sense, [47] found that men and women do not differ much in their online skills.…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have been conducted on digital competence in teacher training students [2,3,[12][13][14][15][16][17][18][19][20], showing a strong interest in it. However, one of the most extensive and important studies of digital competence in the context of the Spanish education system was conducted by [21] with a sample of more than 2000 young people aged between 14 and 19 years old.…”

Section: Introductionmentioning

confidence: 99%

“…The lack or paucity of digital competence, termed the second digital divide or digital gap [20,35], is one of the variables frequently correlated with gender [12,24,[28][29][30][36][37][38][39][40][41][42]. Previous studies suggested that the higher level of use of a variety of websites by men increased their knowledge of the web, which in turn caused them to use this new technology more often than women.…”

Section: Introductionmentioning

confidence: 99%

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Digital Competence and Gender: Teachers in Training. A Case Study

et al. 2020

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The ICTs are simultaneously an important tool and subject in teacher training. It, therefore, follows that digital competence is fundamental and constitutes a significant educational challenge, particularly the digital divide or gap by gender. The aim is to identify and analyze self-perceptions of digital skills, and the possible relationship of these to gender, in first-year university students taking a degree in primary education teacher training at a Spanish faculty of education. This is a descriptive study using ex-post-facto method and collecting data from a questionnaire administered for four consecutive years to the above-mentioned subjects. The results revealed gender differences in the students’ reported perceptions. Men were more likely to perceive themselves as competent in the use of ICTs, reporting better information management and online collaboration skills using digital media. Besides, they made more use of computers as their sole device for browsing, downloading, and streaming and felt more confident about solving problems with devices. In contrast, women reported making more use of mobile phones and were more familiar with social media and aspects related to image and text processing and graphic design.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digital Competence and Gender: Teachers in Training. A Case Study

et al. 2020

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“…One of the reasons for this gap is the intention to use technology [85], as women are more strongly influenced by perceived ease of use than men. Some studies have indicated the existence of a certain gender bias in the use of ICT tools, these tools being considered as more masculine in nature [86], both in work environments [87] and in training environments [88]. Therefore, the gender differences found in the study regarding the eco-sustainable use of ICT could be a consequence of the digital gender gap and not of women's lower environmental awareness [89].…”

Section: Positive Self-perception Of Males In the Eco-responsible Usementioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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Gender gaps in the impact of the pandemic on the use of ICT in higher education

Vergara,

Antón‐Sancho,

Fernández‐Arias

2023

Review of Education

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The COVID‐19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the self‐concept of digital competence of Latin American professors and the impact that the pandemic has had on the habits of use of ICT among them. For this purpose, this paper conducts quantitative research. A questionnaire designed by the authors has been answered by a sample of 1062 professors, and the responses have been statistically analysed. The results prove that the self‐concept of digital competence influences males more than females in terms of their assessment of the didactic use of ICT. The pandemic has caused the frequencies of ICT use in different teaching activities to homogenise. Females have increased their use of ICT more than males—a certain correction of the digital gender gap occurs in the region after the pandemic, within faculty. The use of ICT among faculty has increased after the pandemic more among females than males, but insufficient digital competence hinders full digitalisation in both cases. It is recommended that universities develop digital training plans aimed at facilitating an egalitarian process of ICT integration.

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ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

Cited by 18 publications

References 25 publications

Digital Competence and Gender: Teachers in Training. A Case Study

Digital Competence and Gender: Teachers in Training. A Case Study

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

Gender gaps in the impact of the pandemic on the use of ICT in higher education

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