Pre-Service Teachers’ Computer Literacy and Attitude: Gender Perspective of Freshers in the Colleges of Education

Abstract

Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, computer literacy skills, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding how to integrate technology within classroom practices. This study sought to investigate pre-service teachers’ computer literacy skills and attitude when they first enter the teacher training institutions. By means of hierarchical cluster analysis, this study also examined the relationship between male and female pre-service teachers’ attitudes as well as their respective computer literacy skills. A total of 449 pre-service teachers participated voluntarily in the study through a multistage sampling procedure. The results revealed that pre-service teachers’ computer literacy skills is generally basic. Also, respondents in the study indicated a positive attitude regarding the use of technology in classroom instruction. Lastly, findings in this study further indicated that there is no significant difference between male and female students in terms of computer literacy and attitude to use computers for teaching and learning. These findings will contribute to stakeholders’ realization that gender disparity is being bridged. It will afford stakeholders the opportunity to consolidate the gains that have been achieved by giving male and female equal opportunities to the access and use technology in schools.