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Results synthesize 55 studies with 73 effect sizes from 21,325 active teachers, showing a negative, nearly null, and statistically non-significant overall effect (d=-0.0297). Female teachers show a more positive stance overall, while dimension-specific effects are significant but small and moderated by factors such as origin, workplace, publication type, and instrument validity.",{"@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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does the meta-analysis evaluate regarding teachers and ICT?","Question",{"text":63,"@type":64},"It evaluates gender differences in active teachers’ attitudes toward educational technology, considering four dimensions: affective-emotional attitude, beliefs, self-efficacy, and their combinations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the overall result on gender differences in ICT attitudes?",{"text":68,"@type":64},"The overall effect is negative, almost null (d=-0.0297), and not statistically significant, based on 55 studies and 21,325 active teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors moderate variability in the effect sizes?",{"text":72,"@type":64},"Moderators include teachers’ continental origin (for emotional and beliefs dimensions), teachers’ workplace (self-efficacy), publication type (emotional dimension), and instrument validity (emotional and beliefs 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D. Guillén-Gámez  \nUniversity of Cordoba, Faculty of Education, Department of Didactics and School Organization, Spain  \nORCID: 0000-0001-6470-526X  \nRaquel Rodríguez-Fernández  \nNational University of Distance Education (UNED), Faculty of Psychology, Department of Methodology of  \nBehavioral Sciences, Spain  \nORCID: 0000-0003-4488-0778  \nReceived: 2 Sep 2021 Accepted: 18 Oct 2021  \nAbstract  \nStudies analysing and comparing the attitudes of teachers towards Information and Communication Technologies (ICT) based on gender have provided mixed results. In this work, we carried out a metaanalysis on gender differences in attitudes towards ICT, from a global perspective and exploring four dimensions: affective-emotional attitude, beliefs, self-efficacy, and mixed with each other. Through the collection of 55 studies providing 73 effect sizes based on a total sample of 21,325 working teachers, a negative effect was found, almost null (d= -0 .0297) and not statistically significant. These results indicate that female teachers have a more positive attitude towards the educational use of ICT than male teachers.  \nIndependently, the dimensions affective-emotional attitude (d= -0.342), beliefs (d= 0. 114), and selfefficacy (d= 0. 273) produced significant effect sizes, although with small effects. The analysis of moderating variables showed that different moderators intervene significantly in the variability of effect sizes: continental origin of the teachers (emotional and beliefs dimensions); teacher’s workplace (dimension self-efficacy); type of publication (emotional dimension) and validity of the instruments (emotional and beliefs dimension) . With this meta-analysis, it is possible to take another step towards abetter measurement and explanation of the attitudes that teachers have towards the use of new technologies in educational contexts.  \nKeywords: technology, education, teacher, teaching, gender, meta-analysis, research methods  \nINTRODUCTION  \nSince the emergence of new Information and Communication Technologies (ICT) and the Internet, as well as with the different Research and Innovation Framework Programs of the European Union (Horizon Report), educational processes have been reversed and transformed, causing a major revolution whereby teachers must hold a favourable and positive attitude toward ICT in order to achieve significant and relevant learning in students (Marbán & Mulenga, 2019; Njiku et al., 2019; Rodríguez-Hoyos et al., 2021) .  \nThe emergence of ubiquitous learning tools in higher education allows for more active learning, increasing debate, the exchange of ideas, immediate feedback, and easy access to digital content (Alvarado et al., 2020; Phan et al., 2021); consequently, the attitudes of male and female teachers towards these new educational technologies may vary. Given this context, and as stated by Edison and Geissler (2003, p. 137),“Technology affects everyone as it changes the fabric of society   And   While technology increasingly affects everyone,  \nnot all individuals view this trend as positive”. Thus, it is not entirely clear whether previous research findingson the attitude of teachers towards technology are still relevant data today as they could be obsolete.  \nThe attitude towards educational technology has raised different questions for researchers about the relationship between culture and attitude towards technology. Some relate it to the cultural and environmental conditions surrounding the individual, which shape their attitudes towards ICT and, subsequently, their use (Azmi et al., 2021; Collis, 1999; Islahi, 2019; Li & Kirkup, 2007; Zyad, 2016) . In other words, there could be a symbiotic relationship between technology and society (Carpi & Iacus, 2021) since,“the creation of a technology does not occur in a vacuum but instead encompasses social and cultural phenomena","cbCaitT3PjKl4lNw","https://ap.wps.com/l/cbCaitT3PjKl4lNw","pdf",554693,18,"English","# Abstract\n# Introduction\n## Context and rationale\n## Prior meta-analyses and study contribution\n# Background\n## Attitude concept and definitions\n## Affective, cognitive and behavioural beliefs","[{\"question\":\"What does the meta-analysis evaluate regarding teachers and ICT?\",\"answer\":\"It evaluates gender differences in active teachers’ attitudes toward educational technology, considering four dimensions: affective-emotional attitude, beliefs, self-efficacy, and their combinations.\"},{\"question\":\"What is the overall result on gender differences in ICT attitudes?\",\"answer\":\"The overall effect is negative, almost null (d=-0.0297), and not statistically significant, based on 55 studies and 21,325 active teachers.\"},{\"question\":\"Which factors moderate variability in the effect sizes?\",\"answer\":\"Moderators include teachers’ continental origin (for emotional and beliefs dimensions), teachers’ workplace (self-efficacy), publication type (emotional dimension), and instrument validity (emotional and beliefs dimensions).\"}]","Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender | PDF",1792090053,45]