Attitude towards ICT: a statistical analysis of gender differences in Spanish higher education teachers

Abstract

The use of ICT resources in the teaching and learning process, as well as in the field of educational research, requires positive attitudes from all higher education teachers. Therefore, the purposes of this study are: (1) to measure both the level of attitude of teachers towards technology related to the teaching and learning process and the level of attitude towards technology related to research in both genders; and (2) to know if there are differences in the attitudes of teachers according to their gender. For this, an ex post facto design with 867 higher education teachers from the Spanish territory was used. An instrument created by Romero-Martínez et al. (2020) was composed of a total of 18 items, classified into three dimensions: affective, cognitive and behavioural attitudes towards technology in the teaching and learning process; affective attitudes towards technology in educational research; and cognitive attitudes towards technology in educational research. In general, the results showed that the teachers perceived a very good attitude towards technology (3.9/5), being higher in the male gender. Specifically, significant differences were found between both genders in the global attitude towards technology, as well as in the affective attitudes dimension towards ICT research. The conclusions derived from this study can help to develop training actions focused on improving the most unfavourable attitudes of each gender.

A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus

“…65% in the Australian cohort). This imbalance could have had an impact on the comparisons made in this study as the literature has reported gender-related differences in the attitude toward using Information and Communication Technology according to gender ( 79 – 81 ). The experience of studying Human Pathophysiology also differed between the two cohorts.…”

Online learning in higher education: Examining the predictors of students’ online engagement

“…ERE, a branch of distance education, was obligatory during the pandemic (Bozkurt & Sharma, 2020;Hodges et al, 2020). ERE differs from pre-planned experiences designed to be online in that the teaching delivery is temporarily transferred to an alternative mode of delivery due to the circumstances of the crisis (Hodges et al, 2020;Guillén-Gámez et al, 2020) stated that cognitive, affective, and behavioral dimensions compose attitude which is defined as positive, negative, or neutral perceptions and beliefs about a specific issue. Numerous studies have been done to evaluate the students' attitude towards online learning and scales have been developed and validated to measure the students' readiness to participate in online education (Brooks & Grajek, 2020;Chen et al, 2017;Chung et al, 2020;Joo et al, 2018;Romero Martínez et al, 2020;Tzivinikou et al, 2020;Ullah et al, 2017;Zhou, 2016;Zhu et al, 2020;Tzafilkou et al, 2021) reported that the previous measurement models are based on theories such as the Technology Acceptance Model, but have not been adopted to the remote education which is an urgent need in the current pandemic.…”

Attitude of Students Towards Use of Google Classroom for E-Learning in Alvan Ikoku Federal College of Education, Owerri, Nigeria

“…In the same vein, Akpunonu and Agbarakwe (2021) made a similar discovery in a study conducted in University of Port Harcourt. In a similar study on attitude towards ICT use by Spanish higher education teachers, it was however discovered that there is a significant gender difference in attitude towards the use of technology in teaching and learning in favour of males (Guillen-Gamez, et al 2020). Majority of students in a Malaysian university also show high level of satisfaction with the introduction of Google Classroom tools in in their learning environment (Alssager & Nasir, 2021).…”