Review Article

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

Francisco D. Guillén-Gámez 1 * , Raquel Rodríguez-Fernández 2
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1 University of Cordoba, Faculty of Education, Department of Didactics and School Organization, Spain2 National University of Distance Education (UNED), Faculty of Psychology, Department of Methodology of Behavioral Sciences, Spain* Corresponding Author
Contemporary Educational Technology, 14(1), January 2022, ep339, https://doi.org/10.30935/cedtech/11408
Published: 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

CITATION (APA)

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

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