Gender issues in preservice teachers' training: ICT literacy and online learning
Australasian Journal of Educational Technology Volume 22, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
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.
Markauskaite, L. & Markauskaite, L. (2006). Gender issues in preservice teachers' training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1),. Australasian Society for Computers in Learning in Tertiary Education.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Timothy Teo & Timothy Teo
Australasian Journal of Educational Technology Vol. 24, No. 4 (Jan 01, 2008)
Factors influencing teachersâ adoption and integration of information and communication technology into teaching: A review of the literature
Charles Buabeng-Andoh, Pentecost University College
International Journal of Education and Development using ICT Vol. 8, No. 1 (Apr 30, 2012)
Michael Hammond & Nada Gamlo, University of Warwick, United Kingdom
Global Learn 2015 (April 2015) pp. 248–257
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.