Published 6 issues per year
ISSN Print: 1072-8325
ISSN Online: 1940-431X
Indexed in
CLOSING THE GAP FOR GIRLS: GENDER DIFFERENCES IN TEACHERS' TECHNOLOGICAL ATTITUDES AND PROFICIENCY
ABSTRACT
Questions remain about whether the scientific career pipeline will begin to retain girls in larger numbers. Female teachers, as role models, are one factor that may influence girls' career decision making. The introduction of technology, which facilitates use of collaborative and reflective strategies more attractive to girls, can be expected to play an important role. This study was based on a survey of teachers in a rural county in the Midwest currently introducing technology in five districts. Teachers were asked about: (a) their attitudes, proficiency, and use of technology; (b) the supporting infrastructure in terms of equipment, software, and technical assistance; and (c) constructivist practices. Proficiency in and use of technology were higher at the high school level than elementary, especially for female teachers, despite similarities in attitudes and infrastructure. However, female elementary teachers are those who report highest use of constructivist practices. Thus, although technology is often provided first to secondary level teachers, those who might best use technology in support of best practice are at the elementary level.
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