The relation of gender and background experience to self-reported computing anxieties and cognitions

McIlroy, David; Bunting, Brendan; Tierney, Kevin; Gordon, Michael S.

doi:10.1016/s0747-5632(00)00037-6

Cited by 92 publications

(52 citation statements)

References 21 publications

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“…Therefore discussion about the relation between computer access, computer competencies and computer attitudes seems to have been shifted from computer access to the 'quality' of computer experience (McIlroy, Bunting, Tierney, & Gordon, 2001). This is an indication that access to technology tools is not a strong predictor in determining teachers' use of technology in instruction in these countries.…”

Section: Access To Technology Tools (Tools)mentioning

confidence: 99%

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Agyei

Voogt

2011

Computers & Education

220

109

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a b s t r a c tResearch has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers' computer anxieties, competencies, and access levels.

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Section: Access To Technology Tools (Tools)mentioning

confidence: 99%

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Agyei

Voogt

2011

Computers & Education

220

109

View full text Add to dashboard Cite

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“…(1) anxiety related to machines themselves; It has been found that women reported greater computer anxiety and lower computer self-efficacy than men (Yaghi and Abu-Saba, 1998;Durndell and Haag, 2000;Chou, 2003) while a number of studies found no significant difference in the mean scores of CARS by gender (Anderson, 1996;McLlroy et al, 2001;North and Noyes, 2002). Weil and Rosen (1995) examined technological sophistication and the level of technophobia using, among other instruments, CARS-C, a slightly modified scale of CARS.…”

Section: Review Of the Literaturementioning

confidence: 99%

Factors that influence the use of library resources by faculty members

2006

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Purpose -To examine the use of library resources, focusing on e-sources, by the members of the faculty of a higher educational institute in Thessaloniki, Greece; to reveal the factors which influence the effective use of sources for academic duties; and to provide reliable information to both the administration and the library of the institute, with the aim of the improvement of library services. Design/methodology/approach -A census survey, using a structured questionnaire, among the faculty of the Technological Educational Institute of Thessaloniki was conducted to examine the frequency of use of resources, mainly e-sources, and to reveal the impact of demographic or academic situational characteristics, the assumed positive influence of academic productivity, perceived usefulness of resources and access to e-sources on the use of e-sources as well as the assumed negative influence of barriers and computer anxiety on the use of e-sources. Findings -The great majority of the faculty of TEI uses printed sources more than e-sources, but they also use e-sources quite frequently. Use is mostly of books, websites and printed journals. It was also found that the use of e-sources is higher in the School of Business Administration and Economics among those who hold a PhD degree and among younger members of the faculty. Also, the results indicated that the use of e-sources is positively influenced by the respondents' perceived usefulness of resources, the convenience of access to the sources and their academic productivity. The examination of the computer anxiety rating scale (CARS) provided evidence that the less anxious the faculty feel about PCs, the more frequent users they become. Research limitations/implications -Further research is needed to measure how faculty interact with information, what kind of electronic sources they prefer, what search strategies they use, as well as whether their information needs are satisfied. This research needs to be duplicated to other universities in Greece to determine whether the results can be generalized for Greek academic faculty. Practical implications -University administrations need to improve library facilities, to include more workstations for access to electronic sources, as well as to improve the marketing and communication of these e-sources. Originality/value -This research tries to fill a gap in the literature, which has underemphasized so far the need for assessing and measuring the use of library resources in Greek academic libraries and the examination of the factors that influence this use.

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“…For example, men and boys are more intensive users of the Internet, enjoy more competitive forms of e-learning, and encounter different problems while using ICT, compared with women and girls (Colley, 2003;Copper & Weaver, 2003;Volman & Eck, 2001;Volman, Eck, Heemskerk, & Kuiper, 2005). Moreover, several investigations indicated that gender gaps probably became more latent and more complex (Colley, 2003;McIlroy, Bunting, Tierney & Gordon, 2001;Mitra, Lenzmeier, Steffensmeier, Avon, Qu & Hazen, 2001). While gender differences in ICT related attitudes and cognitions disappeared at scale level, they seem to persist at factor level (McIlroy et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, several investigations indicated that gender gaps probably became more latent and more complex (Colley, 2003;McIlroy, Bunting, Tierney & Gordon, 2001;Mitra, Lenzmeier, Steffensmeier, Avon, Qu & Hazen, 2001). While gender differences in ICT related attitudes and cognitions disappeared at scale level, they seem to persist at factor level (McIlroy 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 (Colley, 2003;Mitra et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

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

Markauskaitė

2006

AJET

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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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The relation of gender and background experience to self-reported computing anxieties and cognitions

Cited by 92 publications

References 21 publications

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Factors that influence the use of library resources by faculty members

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

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