Gender dimensions of emerging technologies for learning in a University

Ayite, Desire Mawuko Komla; Aheto, Simon-Peter Kafui; Nyagorme, Paul

doi:10.1080/23311886.2022.2071389

Cited by 5 publications

(8 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the current study identified significant gender differences in favor of male associated with TPACK mastery. This finding is corroborated in the studies done by Astuti et al (2019), Ayite et al (2022), Gil-Juárez et al (2011, Gómez-Trigueros and Yáñez de Aldecoa (2021), Jimoyiannis and Komis (2007), Martín and González (2018), Ong andLai (2006), andOrji (2010).…”

Section: Discussionsupporting

confidence: 71%

“…These findings in TPACK and its technology components are consistent with several related studies such as Ghavifekr and Rosdy (2015), Manyilizu and Gilbert (2015), Martín and González (2018), Ong and Lai (2006) and so on. The findings revealed that there is gender imbalance with TPACK, meaning that male teachers understood the use of educational technologies more than female teachers (Ayite et al, 2022;Manyilizu & Gilbert, 2015). The significant difference in all knowledge domain including TPACK shows that most in-service mathematics female teachers had not mastered TPACK as one of the strategies teachers can improve their technological skills and be able to integrate technologies in classrooms (Astuti et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Educational technologies provide enabling tools for the learning environment (Atika et al, 2022). Integrating technology results in teachers being able to maintain learners' attention in class and arouse learners' motivation and concentration (Ayite et al, 2022). Gender plays a pivotal role in the achievement of technology use in classroom teaching (Ayite et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Integrating technology results in teachers being able to maintain learners' attention in class and arouse learners' motivation and concentration (Ayite et al, 2022). Gender plays a pivotal role in the achievement of technology use in classroom teaching (Ayite et al, 2022). Gender disparities in ICT use across settings have been highlighted by studies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…More females than male counterparts are unable to use technology to improve their learning (Palomares-Ruiz et al, 2020;Tam et al, 2020). Males dominate when it comes to technology use around the globe (Ayite et al, 2022). Mahmood (2012) found that males are more confident with the use of technology than female.…”

Section: / 13mentioning

confidence: 99%

See 4 more Smart Citations

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Marange,

Tatira

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching varied according to gender and these disparities were explored. The pre- and post-technological pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection instruments. TPACK was also used as the framework underpinning the study. The researchers purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers adopted a quasi-experimental research design within a quantitative approach and used the descriptive and inferential statistics to analyze and interpret the results. The findings revealed that males ranked their familiarity and experience with several novel technologies higher than did females. There exist gender differences with more male than female teachers showing a greater benefit to most of TPACK components.

show abstract

Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: / 13mentioning

confidence: 99%

See 3 more Smart Citations

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Marange,

Tatira

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

Adult female learners’ perceptions of and experiences with distance education at University of Ghana

Adu-Marfo,

Biney,

Asamoah

2023

Cogent Education

View full text Add to dashboard Cite

Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Mansour,

Said,

Abu-Tineh

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.

show abstract

Gender dimensions of emerging technologies for learning in a University

Cited by 5 publications

References 21 publications

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Adult female learners’ perceptions of and experiences with distance education at University of Ghana

Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Contact Info

Product

Resources

About