Gender Differences in Teacher Computer Acceptance

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Yuen, A.H.K. & Ma, W.W.K. (2002). Gender Differences in Teacher Computer Acceptance. Journal of Technology and Teacher Education, 10(3), 365-382. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/15142.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 10, Issue 3, 2002
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JTATE

Authors

Allan H.K. Yuen, The University of Hong Kong, Hong Kong; Will W.K. Ma, Hong Kong University of Science and Technology, Hong Kong

Abstract

Teachers' computer acceptance is an important factor to the successful use of computers in education. This article explores the gender differences in teacher computer acceptance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 preservice teachers, the questionnaire consists of two independent variables (perceived usefulness and perceived ease of use), together with the dependent variable (intention to use). The results of model testing using LISREL indicated that the two independent variables, perceived usefulness and perceived ease of use, directly affect the intention to computer use as stated in the TAM. Furthermore, significant gender differences in computer acceptance were also found: (a) perceived usefulness will influence intention to use computers more strongly for females than males, (b) perceived ease of use will influence intention to use computers more strongly for females than males, and (c) perceived ease of use will influence perceived usefulness more strongly for males than females. Impacts and implications to teacher professional development are also discussed.

Keywords

• Gender
• Teachers
• Educational Technology
• Professional Development
• Computers

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Key Design Factors in Durable Instructional Technology Professional Development
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• Expanding the View of Preservice Teachers’ Computer Literacy: Implications from Written and Verbal Data and Metaphors as Freehand Drawings
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery

Tags