Guillén Gámez, Francisco DavidRodríguez Fernández, Raquel2025-12-122025-12-122021-12-07Guillén-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/114081309-517Xhttps://doi.org/10.30935/cedtech/11408https://hdl.handle.net/20.500.14468/31110The 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/11408La 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/11408Studies 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.eninfo:eu-repo/semantics/openAccess6104.02 Métodos educativosartículotechnologyeducationteacherteachinggendermeta-analysisresearch methods