Student Views of Computer-Based Mathematics in the Middle Years: Does Gender Make a Difference?

Vale, Colleen; Leder, Gilah C.

doi:10.1023/b:educ.0000040411.94890.56

Cited by 51 publications

(51 citation statements)

References 23 publications

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“…Some research data do raise awareness of this issue. Vale and Leder (2004) report that female secondary students were less positive than male secondary students about computer-based mathematics. The female students were more likely to be concerned about successful results in computer-based mathematics, while male students were more concerned about the relevance of the mathematics and their personal pleasure in using computers in mathematics classes.…”

Section: Attitudesmentioning

confidence: 97%

Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes

2009

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Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers' perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.

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Section: Attitudesmentioning

confidence: 97%

Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes

2009

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“…For example, studies have indicated that males and females hold significant differences in their attitudes towards computers. This is a serious concern for modern society in general, because an increasing proportion of workforce will have to involve computing technology of various forms as part of their job or training (Vale & Leder, 2004). However, the use of technology is still portrayed to be more appropriate for males than females (Broos, 2005).…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Technology acceptance among pre-service teachers: Does gender matter?

Teo

Fan

2015

AJET

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This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested. IntroductionIn teacher education, the issue of integration of technology in education settings is gaining momentum (Deutsch, 2010), and more research is needed to better understand the extent to which technology integration in the classroom is effective and appropriate for enhancing teaching and learning (Davis & Davis, 2007). Research in this area needs to consider a broad range of factors, including the type of course, technology applications (such as hardware, software, ISP's, etc.), pedagogical approaches, instructor characteristics, and student characteristics (Diaz & Bontenbal, 2000). One instructor/student characteristic that has received increasing attention is what role gender plays in technology acceptance in the classroom. The issue of gender difference in technology acceptance and use has received the attention of many researchers; as a result, numerous studies have been conducted to study the extent of this difference (Wong & Hanafi, 2007). The debate over the gender difference related to technology acceptance started in the 1980s, and it still persists today. Many researchers have revisited this issue and many are continuing to do so. There is a growing interest on the impact of possible gender differences in technology acceptance, which emphasises the study of gender and new technologies in education as an important research theme.Introduced by Davis, Bagozzi, and Warshaw (1989), the technology acceptance model (TAM) addressed the relevant issue of how users accept and use a technology in business settings. More recently, educational researchers (e.g., Teo, 2011;Teo, 2012;Teo & Wong, 2013) have extended TAM into education settings, investigating the issues in technology acceptance and use among school teachers. However, there remain many issues related to possible gender differences in the broad area of technology integration in the educational context (Ong & Lai, 2006).There have been studies investigating gender differences in technology acceptance and use as perceiv...

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“…PU and PEOU are influenced by external variables -age, gender, specific characteristics of user (Teo, 2010;Vale, 2004;Venkatesh, 2002). It has been experimentally proven that BI is the best predictor of actual use (Davis, 1989;Scott, 2007;Venkatesh, 2003).…”

Section: Introductionmentioning

confidence: 99%