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Attitudes are evaluated across four dimensions: life significance, usefulness for students, productivity for teaching, and interest/acceptance. Quantitative analysis uses t-test and ANOVA. Results indicate no gender-specific differences across factors such as training, school location, instruction medium, and marital status, supporting inclusive technology use by all teachers regardless of gender.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study?","Question",{"text":63,"@type":64},"To examine teachers’ attitudes toward using information technology in teaching from a gender perspective and to understand how those attitudes relate to classroom technology adoption.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was teachers’ attitude measured?",{"text":68,"@type":64},"A survey was conducted with 482 secondary school teachers in India using an Attitude towards Information Technology scale, assessing four dimensions: significance in life, usefulness for students, productivity for teaching, and interest/acceptance.",{"name":70,"@type":61,"acceptedAnswer":71},"Do teachers show gender-specific differences in attitude toward information technology?",{"text":72,"@type":64},"No. The findings indicate no gender-specific differences across factors including training, school location, medium of instruction, and marital 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Muslim University, India  \nSubmitted: 02.10.2017 Accepted: 09.10.2018 Published: 15.01.2019  \nAbstract  \nTo acquire benefits from technology in education, due consideration must be given to attitude of teachers which plays an important role in guiding and predicting future successful use of technology in the classroom. With the feminization in the teaching fraternity and the studies reporting gender specific perception towards usefulness of technology and ease of use, the present study was, therefore, undertaken to examine the attitude of teachers towards use of technology in teaching with a gender perspective. A survey was conducted on 482 secondary school teachers from India, using Attitude towards Information Technology scale. The attitude of the respondents were assessed in terms of four dimensions; namely significance in life, usefulness for students, productivity for teaching, and teacher’s interest and acceptance. The quantitative data were analyzed using appropriate statistical techniques like t-test and ANOVA. Findings suggest that with regard to different factors viz., training, location of schools, medium of instruction and marital status, no gender specific differences in attitude towards information technology was found. Based on these results, it can be concluded that the effective use of technology in classrooms should be expected from all teachers irrespective of their gender.  \nKeywords: Attitudes toward information technology; Gender differences; Teacher  \nattitudes; ICTin the classroom  \nIntroduction  \nTechnological advances have significantly influenced the political, economic, social and educational arena across the globe. Presently, it has become an integral part of the education system, right from schools to universities. Researchers report technology based instructional applications as an effective alternative to traditional teaching methods, transforming the isolated, teacher centered, lecture based instruction and text bound classrooms into rich, student focused, interactive knowledge environments. On account of its recognized potential for learning support and development of learning skills, competencies and proficiencies (Hernández, 2017; Muralidharan, Niehaus, & Sukhtankar 2017; Tarhin, Hone, & Liu, 2015; Yilmaz, 2016), Information Technologies (ITs) have been directly or indirectly included indifferent plans and policies for education by governments of different countries.  \nIndia recognized the importance of IT in education as early as in 1984-85 when the Computer Literacy and Studies in Schools (CLASS) was introduced as a pilot project with the introduction of BBC micro-computers. Many more advanced schemes have been initiated and implemented since then but still the so-called technology revolution in schools never took place as expected, thereby making it a major concern to the education stakeholders of the nation. Research  \nfindings in the area of IT appear to be consistent, suggesting that in spite of the heavy investments on IT the educational advantages of it are still not adequately exploited by teachers (Ertmer & Ottenbreit-Leftwich, 2010; Inan & Lowther, 2010; Kim, Kim, Lee, Spector, & DeMeester, 2013) .  \nAs the use of IT becomes more important in the educational setup, many studies have been conducted and identified factors that influence teachers’ IT use. These include teachers’ IT knowledge and skills (Eteokleous, 2008; Goktas, Gedik, & Baydas, 2013; Hohlfeld, et al., 2008), inadequate training (Copley & Ziviani, 2004) their motivation, workload and lack of time (Abuhmaid, 2011; Chigona, et al., 2014; Cullen & Greene, 2011; Guoyuan, et al., 2011; Lee, 2011; Neyland, 2011; Slaouti & Barton, 2007) anxiety (Buabeng-Andoh, 2012 ) teaching experience (Gorder, 2008; Wong & Li, 2008) technology access, updated software and hardware (Plomp, et al., 2009; Slaouti & Barton","cbCaimQE9MApVcQV","https://ap.wps.com/l/cbCaimQE9MApVcQV","pdf",531564,18,"English","# Abstract\n# Keywords\n# Introduction\n## Technology in education and policy context\n## Factors influencing teachers’ IT use\n## Role of attitudes and theories (ATIT, TAM)","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine teachers’ attitudes toward using information technology in teaching from a gender perspective and to understand how those attitudes relate to classroom technology adoption.\"},{\"question\":\"How was teachers’ attitude measured?\",\"answer\":\"A survey was conducted with 482 secondary school teachers in India using an Attitude towards Information Technology scale, assessing four dimensions: significance in life, usefulness for students, productivity for teaching, and interest/acceptance.\"},{\"question\":\"Do teachers show gender-specific differences in attitude toward information technology?\",\"answer\":\"No. The findings indicate no gender-specific differences across factors including training, school location, medium of instruction, and marital status.\"}]","Exploring Teacher Attitude towards Information Technology - with a Gender Perspective | PDF",1792089650,45]