Gender Differences in Technology Integration
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.
Presider: Steve Rhine