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Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender

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dc.contributor.authorGuillén Gámez, Francisco David
dc.contributor.authorRodríguez Fernández, Raquel
dc.date.accessioned2025-12-12T10:04:49Z
dc.date.available2025-12-12T10:04:49Z
dc.date.issued2021-12-07
dc.descriptionThe registered version of this article, first published in “Contemporary Educational Technology, 14(1), ep339", is available online at the publisher's website: https://doi.org/10.30935/cedtech/11408
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “Contemporary Educational Technology, 14(1), ep339", está disponible en línea en el sitio web del editor: https://doi.org/10.30935/cedtech/11408
dc.description.abstractStudies 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 meta-analysis 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. Independently, the dimensions affective-emotional attitude (d= -0.342), beliefs (d= 0.114), and self-efficacy (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 a better measurement and explanation of the attitudes that teachers have towards the use of new technologies in educational contexts.en
dc.description.provenanceMade available in DSpace on 2025-12-12T10:04:49Z (GMT). No. of bitstreams: 1 Guillen-Gamez_&_Rodríguez-Fernández__Meta-ana_RAQUEL RODRIGUEZ.pdf: 741122 bytes, checksum: 5caf26697d46ea34e1e59a31d1694961 (MD5) Previous issue date: 2021-12-07en
dc.description.versionversión publicada
dc.identifier.citationGuillén-Gámez, F. D., & Rodríguez-Fernández, R. (2022). Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender. Contemporary Educational Technology, 14(1), ep339. https://doi.org/10.30935/cedtech/11408
dc.identifier.doihttps://doi.org/10.30935/cedtech/11408
dc.identifier.issn1309-517X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/31110
dc.journal.issue1
dc.journal.titleContemporary Educational Technology
dc.journal.volume14
dc.language.isoen
dc.publisherBastas Publications
dc.relation.centerFacultad de Psicología
dc.relation.departmentMetodología de las Ciencias del Comportamiento
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject6104.02 Métodos educativos
dc.subject.keywordstechnologyen
dc.subject.keywordseducationen
dc.subject.keywordsteacheren
dc.subject.keywordsteachingen
dc.subject.keywordsgenderen
dc.subject.keywordsmeta-analysisen
dc.subject.keywordsresearch methodsen
dc.titleMeta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Genderen
dc.typeartículoes
dc.typejournal articleen
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relation.isAuthorOfPublication4ee75ccf-e2b9-4517-8dfd-97c0f925ecbc
relation.isAuthorOfPublication.latestForDiscovery4ee75ccf-e2b9-4517-8dfd-97c0f925ecbc
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