Using Technology to Break Gender Barriers: Gender Differences in Teachers' Information and Communication Technology Use in Saudi Arabian Classrooms

Autor/inn/en	Wiseman, Alexander W.; Al-bakr, Fawziah; Davidson, Petrina M.; Bruce, Elizabeth
Titel	Using Technology to Break Gender Barriers: Gender Differences in Teachers' Information and Communication Technology Use in Saudi Arabian Classrooms
Quelle	In: Compare: A Journal of Comparative and International Education, 48 (2018) 2, S.224-243 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1301200
Schlagwörter	Foreign Countries; Technology Uses in Education; Gender Differences; Barriers; Information Technology; Hypothesis Testing; Faculty Development; Intermediate Grades; Regression (Statistics); Statistical Analysis; Least Squares Statistics; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Informationstechnologie; Hypothesenprüfung; Hypothesentest; Mittelstufe; Regression; Regressionsanalyse; Statistische Analyse; Saudi-Arabien
Abstract	How does teachers' gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students' learning. Female teachers' use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01