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High School Teachers' Gender-Oriented Perceptions of Technology Integration

High School Teachers' Gender-Oriented Perceptions of Technology Integration

Tina L. Heafner, Eric Groce, Elizabeth Bellows, Heather Coffey, Mette Evelyn Bjerre
Copyright: © 2015 |Pages: 44
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch070
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MLA

Heafner, Tina L., et al. "High School Teachers' Gender-Oriented Perceptions of Technology Integration." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 1314-1357. https://doi.org/10.4018/978-1-4666-8246-7.ch070

APA

Heafner, T. L., Groce, E., Bellows, E., Coffey, H., & Bjerre, M. E. (2015). High School Teachers' Gender-Oriented Perceptions of Technology Integration. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 1314-1357). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch070

Chicago

Heafner, Tina L., et al. "High School Teachers' Gender-Oriented Perceptions of Technology Integration." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1314-1357. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch070

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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.

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