Gender Differences in Online Communication of Teacher Preparation Students

Gibbs, William J.; Bernas, Ronan S.

doi:10.4018/978-1-61520-899-9.ch004

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…This could mean that male teachers use communication tools such as email more than female teachers. These differences are in alignment with previous similar studies that investigate male-female technology integration and perception differences (Yuen & Ma, 2002;Astrid, 2002;Tømte, 2008;Gibbs & Bernas, 2010;Top, Yukselturk & Cakir, 2011).…”

Section: Variablesupporting

confidence: 91%

“…Both use technologies for a number of teaching and learning activities inside and outside the classroom, such as creating handouts, searching for information, and creating multimedia. These inconsistent differences between male and female teachers, which are sometimes in favor of males and at some other times in favor of females, conform to many of the previous studies within the literature (Ray, Sormunen& Harris, 1999;Houtz & Gupta, 2001;Yuen & Ma, 2002;Astrid, 2002;Gibbs & Bernas, 2010;Top, Yukselturk & Cakir, 2011). An overall analysis of the focus group interviews showed that both male and female teachers consider integrating technology into their teaching is crucial and an important for the success of their teaching and students' learning.…”

Section: Always Use Computers To Help Two Students In My Class Thesupporting

confidence: 88%

“…In addition, in a recent study, Gibbs and Bernas (2010) reported that gender disparities exist in online communication. Gender disparities were found in communication styles and in the use of socio-emotional contents.…”

Section: International Journal Of Research Studies In Educational Tecmentioning

confidence: 99%

See 2 more Smart Citations

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Almekhlafi

Ismail

Al-Mekhlafy

2016

IJRSET

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Today, educators and policy makers are paying increasing attention to the integration of educational technology in K-12 schools to promote better learning outcomes. Research has recently indicated that integrating technology into the curriculum promotes not only stimulating curricula based on real world problems and tools, but it also expands opportunities for successful teaching and learning. Teachers have found technology to be a motivating and appealing tool in their classes, particularly when it comes to teaching languages. However, investigating the differences between male and female teachers pertaining to technology integration strategies and applications has not received enough attention, particularly in elementary schools in the United Arab Emirates (UAE). The purpose of this study was to investigate the differences between male-female teachers' technology integration in elementary schools in the UAE. A Questionnaire and focus group interviews were used as the two main tools for data collection. Results show some significant differences between male and female teachers in the strategies and intensity of technology integration in their classes.Both quantitative and qualitative results show that teachers perceived technology as a tool for promoting language teaching and learning. Recommendations for successful technology integration were highlighted at the end of the study. Suggestions for conducting further studies were also discussed.

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Section: Variablesupporting

confidence: 91%

Section: Always Use Computers To Help Two Students In My Class Thesupporting

confidence: 88%

See 1 more Smart Citation

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Almekhlafi

Ismail

Al-Mekhlafy

2016

IJRSET

View full text Add to dashboard Cite

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“…This means that male teachers use communication tools like the internet more than female teachers. The current study supported previous studies that investigate males and females' technology integration with males higher use of technology (Astrid, 2002;Gibbs & Bernas, 2010;Tomte, 2008;Yuen & Ma, 2002;Top, Yukselturk , & Cakir, 2011).…”

Section: Resultssupporting

confidence: 89%

Digital Competence and Mysteries of Learning: Use of Technology in Classroom

Ahmad

Khalid

Shah

2021

GSSR

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The idea of digital competence has emerged in recent years around the globe. It entails a wide range of abilities and knowledge in every field. The current research paper is to investigate the digital competence and mysteries of learning: use of technology in classrooms by the teachers. University teachers were used as population and sixty teachers were randomly selected as a sam-ple from different campuses of education university Lahore. Self-constructed instrument, Teach-ers' Digital Competencies Survey [TDCS] instrument, was adapted and used for data collection. The results revealed a statistically apparent difference in gender of teachers about different indi-cators of digital competencies and learning with technology. It was concluded that male teachers had used more digital technology with more confidence than that female teachers. There search-ers recommended that digital competence may be promoted among teachers for the better teaching and learning environment. The universities should provide better technological facilities for better learning.

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