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

Abstract

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.

Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools

“…2.180 versus 1.250, 2.330 versus 1.400, etc.). This finding was also reported in another study (Almekhlafi & Almeqdadi, 2010), that is, that novice teachers are more likely to use technology and the internet in several teaching practices, which may be because they grew up in the technological era.…”

“…However, the results of the study indicated no relationship between the teachers' attitudes and their knowledge of microcomputers. On the other hand, Almekhlafi and Almeqdadi (2010) found that male teachers were more likely to use technology than female teachers. Gender and age were also discussed by Cavas et al (2009) (Cubukcuoglu, 2013;Mumtaz, 2000).…”

Technological Tools for Enhancing Quality Social Science Education Pedagogy

“…Their research revealed that male and female instructors utilize technology differently. In the same way, Almekhlafi, Ismail, and Al-Mekhlafy (2017) found that there are big differences between how men and women use technology in the classroom.…”

Attitudes of the english language university instructors towards the use of technology in teaching and learning

“…Technology is considered the main support for the students in their learning development in this modern era [42][43]. It shifts teacher-centered instruction to student-centered learning.…”