Gender Differences in Computer and Information Literacy

Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie

doi:10.1007/978-3-030-26203-7

Cited by 50 publications

(58 citation statements)

References 16 publications

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“…Results of past studies on the difference in ICT integration into teaching between male and female teachers were also inconsistent across countries (Gebhardt et al 2019) and past studies (e.g., Aramide et al 2015;Oosterwegel et al 2004). Some studies reported significant sex effects on ICT use in education across different teacher samples and cohorts (Gebhardt et al 2019;Oosterwegel et al 2004;Sink et al 2009;Tondeur et al 2008;Volman and van Eck 2001).…”

Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 94%

“…Some studies reported significant sex effects on ICT use in education across different teacher samples and cohorts (Gebhardt et al 2019;Oosterwegel et al 2004;Sink et al 2009;Tondeur et al 2008;Volman and van Eck 2001). For instance, Gebhardt et al (2019) analyzed the sex differences in ICT use across 12 countries using the International Computer and Information Literacy Study (ICILS) 2013 of the International Association for the Evaluation of Educational Achievement (IEA). Differences were significant in eight of the 12 countries.…”

Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 99%

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Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

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The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

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Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 94%

Section: Demographic Variables and Ict Integration In Teachingmentioning

confidence: 99%

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Additionally, Eickelmann and Vennemann ( 2017 ) revealed that relatively younger teachers, mostly classified as ICT enthusiasts, reported a higher frequency of ICT usage in classes. Previous research showed that teachers’ age (Drossel et al, 2017a ; Drossel et al, 2017b ; Eickelmann & Vennemann, 2017 ; Siddiq et al, 2016 ), and gender (Drossel et al, 2017a ; Drossel et al, 2017b ) are influential on their ICT usage for teaching while Gebhardt et al ( 2019 ) found out no significant influence of gender.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Self-efficacy also functions as a mediator between learners’ ICT use and CIL (Hatlevik et al, 2018 ; Rohatgi et al, 2016 ). Lastly, Gebhardt et al ( 2019 ) demonstrated that learners’ interest in and enjoyment of ICT positively linked with their CIL.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Gender. Prior research investigating gender differences in CIL had contradictory findings, as some studies found that female learners had higher CIL scores than males (Aydin, 2021 ; Gebhardt et al, 2019 ; Hatlevik et al, 2018 ; Punter et al, 2017 ). In contrast, Rohatgi et al ( 2016 ) found out no gender differences in relation to ICT use, self-efficacy, and CIL.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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How to improve the design of experimental studies in computing education: Evidence from the international assessments

2022

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Cluster randomized trials are frequently used in educational research for methodological reasons. This study aims to improve the efficiency of cluster randomized trials on computer/information literacy and computational thinking. The study employs a two-level hierarchical linear model to estimate (i) intraclass correlation coefficients, (ii) the amount of explained variances given selected predictors, and (iii) minimum detectable effect sizes given the set of plausible scenarios. Two data cycles from the International Computer and Information Study were used. The covariates at the student level are gender, interest in ICT, parents’ highest education level, ICT self-efficacy, and experience with computers. The covariates at school/teacher level are teacher’s ICT use, ratio of school size to the number of computers for student use, availability of ICT resources at school, approximate teacher age, and ICT self-efficacy. Findings showed that the most precise effect could be measured when student and teacher/school covariates are both adopted. Lastly, it was revealed that increasing the number of schools is effective to get the most precise effect.

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Power in the Home: Digital Housekeeping and Its Relevance to Information Behaviour, PIM, and Information Ethics

Ochsner,

Dinneen

2024

Proceedings of the Association for Information Science and Tech

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Digital housekeeping (DH) is an emerging research topic focused on the labour and social implications of setting up and maintaining technology in the home. Although examined by multiple fields, the literature on DH has yet to be reviewed and its potential overlap and synergy with library and information science (LIS) have yet to be explored. We therefore conducted a tool‐supported review of 26 scholarly publications on DH. Below we summarise the people‐ and relationship‐focused sub‐topics and findings of DH literature and explore promising directions for future research in LIS, particularly in information behaviour and personal information management. The poster visually maps the sub‐topics and disciplinary connections.

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Gender Differences in Computer and Information Literacy

Cited by 50 publications

References 16 publications

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

How to improve the design of experimental studies in computing education: Evidence from the international assessments

Power in the Home: Digital Housekeeping and Its Relevance to Information Behaviour, PIM, and Information Ethics

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