LearnTechLib Digital Library

Gender Differences in Technology Integration

, University of North Carolina at Charlotte, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Record type: PROCEEDINGS

Abstract

Within social studies, researchers note limited attention has been given to examining gender differences as associated with technology integration. They call for increasing the dialogue regarding gender-related technology. In response, this study explores the gender divide in secondary teachers' perceptions of effective technology integration. Using a qualitative research design, this study provides insights into secondary social studies teachers' perceptions of their pedagogical practices and technology integration. The purpose of this study is to develop an in-depth understanding of high school teachers use of technology to teach and support student learning of social studies. Teacher interviews with twelve tech-savvy practioners provide a deep and rich view of content-specific technology usage as associated with teacher attributes and characteristics. Consideration of how technology is associated with gender-sensitive pedagogical thinking and practice may help unravel the aforementioned gap in technology usage in social studies. Patterns uncovered in data analysis suggest that gender plays a critical role in social studies technology integration.

Citation

Heafner, T. (2014). Gender Differences in Technology Integration. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2841-2851). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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