Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender

Francisco D. Guillén-Gámez; Raquel Rodríguez-Fernández

doi:10.30935/cedtech/11408

Francisco D. Guillén-Gámez ¹ ^* , Raquel Rodríguez-Fernández ²

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CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep339

https://doi.org/10.30935/cedtech/11408

Submitted: 21 September 2021, Published Online: 07 December 2021

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Abstract

Studies analysing and comparing the attitudes of teachers towards Information and Communication Technologies (ICT) based on gender have provided mixed results. In this work, we carried out a meta-analysis on gender differences in attitudes towards ICT, from a global perspective and exploring four dimensions: affective-emotional attitude, beliefs, self-efficacy, and mixed with each other. Through the collection of 55 studies providing 73 effect sizes based on a total sample of 21,325 working teachers, a negative effect was found, almost null (d= -0.0297) and not statistically significant. These results indicate that female teachers have a more positive attitude towards the educational use of ICT than male teachers. Independently, the dimensions affective-emotional attitude (d= -0.342), beliefs (d= 0.114), and self-efficacy (d= 0.273) produced significant effect sizes, although with small effects. The analysis of moderating variables showed that different moderators intervene significantly in the variability of effect sizes: continental origin of the teachers (emotional and beliefs dimensions); teacher’s workplace (dimension self-efficacy); type of publication (emotional dimension) and validity of the instruments (emotional and beliefs dimension). With this meta-analysis, it is possible to take another step towards a better measurement and explanation of the attitudes that teachers have towards the use of new technologies in educational contexts.

Keywords: technology, education, teacher, teaching, gender, meta-analysis, research methods

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Citation

Guillén-Gámez, F. D., & Rodríguez-Fernández, R. (2022). Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender. Contemporary Educational Technology, 14(1), ep339. https://doi.org/10.30935/cedtech/11408

Guillén-Gámez, F. D., and Rodríguez-Fernández, R. (2022). Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender. Contemporary Educational Technology, 14(1), ep339. https://doi.org/10.30935/cedtech/11408

Guillén-Gámez FD, Rodríguez-Fernández R. Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender. CONT ED TECHNOLOGY. 2022;14(1), ep339. https://doi.org/10.30935/cedtech/11408

Guillén-Gámez, Francisco D., and Raquel Rodríguez-Fernández. "Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender". Contemporary Educational Technology 2022 14 no. 1 (2022): ep339. https://doi.org/10.30935/cedtech/11408

Guillén-Gámez, Francisco D. et al. "Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender". Contemporary Educational Technology, vol. 14, no. 1, 2022, ep339. https://doi.org/10.30935/cedtech/11408

Guillén-Gámez FD, Rodríguez-Fernández R. Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender. CONT ED TECHNOLOGY. 2022;14(1):ep339. https://doi.org/10.30935/cedtech/11408