An Examination of Gender Differences on Science Teachers’ Digital Learning Environmental Preferences: A Result of Smart Learning Project in Thailand

Main Article Content

Pawat Chapidech
Niwat Srisawasdi

Abstract

Currently, gender difference has attention by today's educational researchers. Digital learning environmental preferences of science female and male teachers are essential because a learning environment that fit teachers' preference would lead them to have more effective teaching and improve students learning performance. This study intended to investigate the digital learning environmental preferences between female and male science teachers. After the science teachers were trained to use various digital technologies to integrate into their science classroom, the digital learning environmental preferences of science female and male teachers were compared by employing a survey consisting of the "ease of use," "continuity," "relevance," "adaptive content," "multiple sources," "timely guidance," "student negotiation" and "inquiry learning" dimensions. A total of 244 science teachers (195 females and 49 males) participated in the survey. According to the one-way MANOVA result, it was found that there was no significant difference between male and female science teachers' preferences. Consequently, the female and male science teachers showed a similar need for a digital learning environment in their training. This result suggests that, for different gender science teachers, the same digital learning environments could be applied in their professional development.

Downloads

Download data is not yet available.

Article Details

Section
บทความพิเศษ (Selected Article)

References

Adler, R. F., & Kim, H. (2018). Enhancing Future K-8 Teachers’ Computational Thinking Skills through Modeling and Simulations. Education and Information Technologies, 23(4), 1501-1514.
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' Perceptions of Technology Integration in The United Arab Emirates School Classrooms. Educational Technology & Society, 13(1), 165–175.
Bailey, D. H., & Borwein, J. M. (2011). Exploratory Experimentation and Computation. Notices of the American Mathematical Society, 58(10), 1410-1419.
Bentsen, P., Schipperijn, J., & Jensen, F. S. (2013). Green Space as Classroom: Outdoor School Teachers' Use, Preferences, and Ecostrategies. Journal landscape research, 38(5), 561-575.
Bitner, N., & Bitner, J. (2002). Integrating Technology into the Classroom: Eight Keys to Success. Journal of Technology and Teacher Education, 10(1), 95-100.
Bonsignore, E., Quinn, A. J., Druin, A., & Bederson, B. (2013). Sharing Stories " in the Wild:" A Mobile Storytelling Case Study Using StoryKit. ACM Transactions on Computer-Human Interaction, 20(3), 18-38.
Braten, I. & Stromso, H. I. (2004). Epistemological Beliefs, Interest, and Gender as Predictors of Internet-Based Learning Activities. Computers in Human Behaviour, 22(6), 1027-1042.
Buyai, J., & Srisawasdi, N. (2014). An Evaluation of Macro-Micro Representation-based Computer Simulation for Physics Learning in Liquid Pressure: Results on Students’ Perceptions and Attitude. The 22nd International Conference on Computers in Education (pp. 330-339). Nara, Japan: Asia-Pacific Society for Computers in Education.
Chu, H.-C., Hwang, G.-J., & Tsai, C.-C. (2010). A Knowledge Engineering Approach to Developing Mindtools for Context-Aware Ubiquitous Learning. Computers & Education, 54(1), 289-297.
Dinçer, S. (2018). Are Pre-Service Teachers Really Literate Enough to Integrate Technology in Their Classroom Practice? Determining The Technology Literacy Level Of Pre-Service Teachers. Education and Information Technologies, 23(6), 2699–2718. https://doi.org/10.1007/s10639-018-9737-z
Elen, J., Clarebout, G., Leonard, R., & Lowyck, J. (2007). Student-Centred and Teacher-Centred Learning Environments: What Students Think. Journal Teaching in Higher Education, 12, 105-117.
Erdem, A. (2019). Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case. Journal of Education and Training Studies, 7(7), 50–61. https:// doi.org/10.11114/jets.v7i7.3943
Foster, J. (2006). Collaborative Information Seeking and Retrieval. Annual Review of Information Science and Technology, 40(1), 329-356.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing For Life in A Digital Age: The IEA International Computer And Information Literacy Study International Report. Cham, Switzerland: Springer. Retrieved from https://link.springer.com/book/10.1007/978-3-319- 14222-7.
Gebhardt, E. et al. (2019). Gender Differences in Computer and Information Literacy, IEA Research for Education, 8, https://doi.org/10.1007/978-3-030-26203-7_5
Gialamas, V., Nikolopoulou, K., & Koutromanos, G. (2013). Student Teachers' Perceptions About The Impact of Internet Usage on Their Learning and Jobs. Computers & Education, 62, 1-7.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly Qualified Teachers’ Professional Digital Competence: Implications For Teacher Education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Guzey, S. S., & Roehrig, G. H. (2012). Integrating Educational Technology into The Secondary Science Teaching. Contemporary Issues in Technology and Teacher Education, 12(2), 162-183.
Hao, Y., & Lee, K. (2015). Teachers’ Concern About Integrating Web 2.0 Technologies and Its Relationship with Teacher Characteristics. Computers in Human Behavior, 48, 1-8.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Refrained. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Hermans, R., Tondeur, J., Braak, J. v., & Valcke, M. (2008). The Impact of Primary School Teachers’ Educational Beliefs on The Classroom Use of Computers Author Links Open Overlay Panel. Computers & Education, 51(4), 1499-1509.
Hestness, E., Ketelhut, D. J., McGinnis, J. R., Plane, J., Razler, B., Mills, K., . . . Gonzalez, E. (2018). Computational Thinking Professional Development for Elementary Science Educators: Examining The Design Process. Society for Information Technology & Teacher Education International Conference (pp. 1904-1912). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
Hong, K., & Koh, C. (2002). Computer Anxiety and Attitudes Toward Computers Among Rural Secondary School Teachers: A Malaysian Perspective. Journal of Research on Technology in Education, 35(1), 27-46. http://dx.doi.org/10.1080/15391523.2002.10782368
Hwang, G.-j. (2014). Definition, Framework and Research Issues of Smart Learning Environments - A Context-Aware Ubiquitous Learning Perspective. Smart Learning Environment, 1(4), 3-14.
Hwang, G.-J., Hung, P.-H., Chen, N.-S., & Liu, G.-Z. (2014). Mindtool-Assisted In-Field Learning (MAIL): An Advanced Ubiquitous Learning Project in Taiwan. Journal of Educational Technology & Society, 17(2), 4-16.
Jamieson-Proctor, R. M., Burnett, P., Finger, G., & Watson, G. (2006). ICT Integration and Teachers’ Confidence in Using ICT for Teaching and Learning in Queensland State Schools. Australasian Journal of Educational Technology, 22(4), 511–530. Retrieved from https://ajet.org.au/index. php/AJET/article/view/1283.
Jimoyiannis, A. (2010). Designing and Implementing An Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers' Professional Development. Computers & Education, 55, 1259-1269.
Kavanoz, S., Yuksel, H. G., & Ozcan, E. (2015). Pre-Service Teachers' Self-Efficacy Perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101.
Ke, F., & Abras, T. (2012). Games for Engaged Learning of Middle School Children with Special Learning Needs. British Journal of Educational Technology, 44(2), 225-242.
Kearney, M., Burden, K., & Rai, T. (2015). Investigating Teachers' Adoption of Signature Mobile Pedagogies. Computers & Education, 80, 48-57.
Kordaki, M. (2013). High School Computing Teachers' Beliefs and Practices: A Case Study. Computers & Education, 68, 141-152.
Lai, C.-L., Hwang, G.-J., Liang, J.-C., & Tsai, C.-C. (2016). Differences Between Mobile Learning Environmental Preferences of High School Teachers and Students in Taiwan: A Structural Equation Model Analysis. Educational Technology Research and Development, 64(3), 533-554.
Lokayut, J., & Srisawasdi, N. (2014). Designing Educational Computer Game for Human Circulatory System: A Pilot Study. The 22nd International Conference on Computers in Education (pp. 571-578). Japan: Asia-Pacific Society for Computers in Education.
Mishra, C., Ha, S. J., Parker, L. C., & L Clase, K. (2019). Describing Teacher Conceptions of Technology in Authentic Science Inquiry Using Technological Pedagogical Content Knowledge as A Lens. Biochemistry and Molecular Biology Education, 47(4), 380–387. https://doi.org/10.1002/bmb.21242
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Morrison, G. R., & Lowther, D. L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century. London: Pearson.
National Research Council. (2000). Inquiry and The National Science Education Standards. Washington, DC: National Academy Press.
Ng, W., & Fergusson, J. (2017). Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers. Research in Science Education, 49, 219-242.
Niess, M. L. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing A Technology Pedagogical Content Knowledge. Teaching and Teacher Education, 21(5), 509–523.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs. Computers and Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002
Panjaburee, P., & Srisawasdi, N. (2018). The Opportunities and Challenges of Mobile and Ubiquitous Learning for Future Schools: A Context of Thailand. Knowledge Management & E-Learning, 10(4), 485–506.

Pinatuwong, S., & Srisawasdi, N. (2014). An Investigation of Relationships Between Biology Attitudes and Perceptions Toward Instructional Technology in Analogy-Based Simulation on Light Reaction. 22th International Conference on Computers in Education (pp. 316-323). Nara: Asia-Pacific Society for Computers in Education.
Premthaisong, S., Srisawasdi, N., & Pondee, P. (2017). Development of Smartphone-based Inquiry Laboratory Lessons in Chemistry Learning of Solution and Concentration; An evidence-based Practice. 6th IIAI International Congress on Advanced Applied Informatics, (pp. 579-584). Hamamatsu.
Rafiee, S. J., & Purfallah, S. A. (2014). Perceptions of Junior High school Teachers toward Computer Assisted Language Learning (CALL) within the Context of Azarbayjan Provinces. Procedia - Social and Behavioral Sciences, 98, 1445-1453.
Sang, G., Valcke, M., Braak, J. v., & Tondeur, J. (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology. Computers & Education, 54(1), 103-112.
Smarkola, C. (2008). Efficacy of A Planned Behavior Model: Beliefs That Contribute to Computer Usage Intentions of Student Teachers and Experienced Teachers. Computers in Human Behavior, 24(3), 1196-1215.
Srisawasdi, N. (2014). Developing Technological Pedagogical and Content Knowledge in Using Computerized Science Laboratory Environment: An Arrangement for Science Teacher Education. Research and Practice in Technology Enhanced Learning. 9(1), 123-143.
Srisawasdi, N., Pondee, P., & Bunterm, T. (2017). Preparing Pre-Service Teachers to Integrate Mobile Technology into Science Laboratory Learning: An Evaluation of Technology-Integrated Pedagogy Module. International Journal of Mobile Learning and Organization, 12(1), 1-17.
Sung, H.-Y., Hwang, G.-J., Liu, S.-Y., & Chiu, I.-h. (2014). A Prompt-Based Annotation Approach to Conducting Mobile Learning Activities for Architecture Design Courses. Computers & Education, 76, 80-90.
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence. Computers and Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009
Top, E., Yukselturk, E., & Cakir, R. (2011). Gender and Web 2.0 Technology Awareness Among ICT Teachers. British Journal of Educational Technology, 42(5), E106–E10. http://dx.doi.org/10.1111/j.1467-8535.2011.01208.x
Tsai M.J. & Tsai C.C. (2010). Junior High School Students’ Internet Usage and Self-Efficacy: A Re-Examination Of The Gender Gap. Computers & Education 54, 1182–1192.
Tsai P.S., Tsai C.C. & Hwang G.H. (2010). Elementary School Students’ Attitudes and Self-Efficacy of Using PDAs in A Ubiquitous Learning Context. Australasian Journal of Educational Technology 26, 297–308.
Tsai, P. S., Tsai, C. -C., & Hwang, G.-J. (2012). Developing A Survey for Assessing Preferences in Constructivist Context‐Aware Ubiquitous Learning Environments. Journal of Computer Assisted Learning, 28(3), 250-264.
Tsarava, K., Moeller, K., & Ninaus, M. (2018). Training Computational Thinking Through Board Games: The Case of Crabs & Turtles. International Journal of Serious Games, 5(2), 25-44.
Webster, T. E., & Son, J.-B. (2915). Doing What Works: A Grounded Theory Case Study of Technology Use by Teachers of English at A Korean University. Computers & Education, 80, 84-94.
Wheeler, S. (2012). e-Learning and Digital Learning. In N. M. Seel, Encyclopedia of the Sciences of Learning (pp. 1109-1111). New York: Springer.
Williams, M. E. (2017). An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development. Journal of Instructional Pedagogies, 19, 1–20.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127-147.
Wong, S. L., & Hanafi, A. (2007). Gender Differences in Attitudes Towards Information Technology among Malaysian Student Teachers: A Case Study at Universiti Putra Malaysia. Educational Technology & Society, 10(2), 158-169.
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing Computer Technologies: Teachers’ Perceptions and Practices. Journal of Technology and Teacher Education, 14(1), 173–207. Retrieved from https://www.learntechlib.org/primary/p/5437.
Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12(3), 12–22.
Zhou, G., & Xu, J. (2007). Adoption of Educational Technology: How Does Gender Matter? International Journal of Teaching and Learning in Higher Education, 19(2), 140-153.