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Gender issues in preservice teachers' training: ICT literacy and online learning
ARTICLE

Australasian Journal of Educational Technology Volume 22, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a significant predictor for some trainee teachers' scores, related to their technical ICT capabilities. Female and male participation in compulsory online learning activities was also compared. No significant differences were observed.

Citation

Markauskaite, L. & Markauskaite, L. (2006). Gender issues in preservice teachers' training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved July 19, 2019 from .

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