Is Teacher Professional Development an Effective Way to Mitigate Teachers’ Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

Yi Li

Abstract


This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses. Findings showed (a) male teachers held more positive attitudes and confidence in using technology than did females; however, this difference became insignificant after the PD; (b) female teachers exhibited an enhanced level of integrating technology in the classroom after participation in PD courses, while males did not; and (c) no significant gender differences were found regarding lower-level use of technology (e.g., access to website, bookmarking). Results support previous findings (Zhou & Xu, 2007; Yildirim, 2000) that (a) technology experience is gender-based; (b) PD training can remedy gender differences in technology use in the classroom; and (c) differing needs of teachers, by gender, should be considered for future PD programs.


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DOI: https://doi.org/10.11114/jets.v4i2.1124

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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