IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

High School Teachers' Gender-Oriented Perceptions of Technology Integration

High School Teachers' Gender-Oriented Perceptions of Technology Integration
View Sample PDF
Author(s): Tina L. Heafner (University of North Carolina at Charlotte, USA), Eric Groce (Appalachian State University, USA), Elizabeth Bellows (Appalachian State University, USA), Heather Coffey (University of North Carolina at Charlotte, USA)and Mette Evelyn Bjerre (University of North Carolina at Charlotte, USA)
Copyright: 2015
Pages: 45
Source title: Exploring the Effectiveness of Online Education in K-12 Environments
Source Author(s)/Editor(s): Tina L. Heafner (University of North Carolina at Charlotte, USA), Richard Hartshorne (University of Central Florida, USA)and Teresa Petty (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-6383-1.ch019

Purchase

View High School Teachers' Gender-Oriented Perceptions of Technology Integration on the publisher's website for pricing and purchasing information.

Abstract

Within social studies, researchers note limited attention has been given to examining gender differences associated with technology integration, and have called for increased dialogue regarding gender-related technology issues (Crocco, 2006, 2008; Crocco, Cramer, & Meier, 2008; Friedman & Hicks, 2006; Marri, 2007; Mason, Manfra, & Siko, 2005; Sanders, 2006). In response, this chapter explores the gender divide in secondary teachers' perceptions of effective technology integration. Using a qualitative research design, this chapter provides insight into social studies teachers' perceptions of their pedagogical practices and technology integration. The purpose of this study is to develop an understanding of the differences in male and female teachers' use of technology to teach and support student learning. Consideration of how technology is associated with gender-sensitive pedagogical thinking and practice may address 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. The results from this study can inform methods in which technology is integrated into future social studies classrooms, particularly in emerging areas such as online courses.

Related Content

Pamela Segura. © 2024. 9 pages.
Carolyn M. Lane, Patricia E. Lane. © 2024. 19 pages.
Nicolas A. Kennedy, Erin O'Connor Marsano. © 2024. 21 pages.
Elbert Hawkins III. © 2024. 22 pages.
Matthew D. Rice. © 2024. 26 pages.
Jason Ross Brown. © 2024. 24 pages.
Altagracia Montilla. © 2024. 9 pages.
Body Bottom