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A study of teachers' attitudes towards ICT : meta-analysis
Information and communication technology
|Issue Date:||2021-08-04 16:22:09 (UTC+8)|
Based on the importance of teachers' attitudes towards information and communication technology (ICT), Meta- analysis was adopted to collect domestic and foreign literature between 2011 and 2020, a total of 20 studies on teachers' attitudes toward ICT. This study aims to discuss the difference of teachers’ attitudes toward ICT and the influence of background variables on teacher individual characteristics like "gender", "age" and "training experience". By means of "sample area", "sample size", "teaching stage" and " publication type", we explore the difference in the potential moderating variables of teachers of different genders’ attitudes toward ICT. The main findings of this research were summarized as follows:
(1) The results of the study showed that only those under 30 years old had a significant difference between 31 years old to 40 years old and over 41 years old in teacher background variables, and the effect sizes were small and medium differences of .193 and .520 respectively. There is no significant difference in the teachers' attitudes towards ICT in terms of "gender" and "training experience".
(2) The results of the adjustment variables show that "sample area", "teaching stage", and "publication type" are moderating variables for the research on ICT attitudes of teachers of different genders. Only the "sample size" does not affect the study of teachers’ attitudes toward ICT of different genders. Among the sampled areas, there are significant differences for teachers of different genders in Europe and Taiwan. There are significant differences for teachers of different genders in higher education and middle school in the teaching stage. There are significant differences between teachers of different genders in the publication type for master and doctoral dissertations, but their differences are only a slight difference in degree. It can be seen that although the research on the attitude of teachers of different genders towards ICT has different moderating variables, the degree of influence is very small.
(3) The QW of "sample area" in each category variation showed heterogeneity within the group in Asia, Europe and Taiwan; the teaching stage shows the heterogeneity in the QW in the group within higher education and secondary education. The QW of "publication type" was heterogeneous in both master and paper. However, the QB was significant in both groups, so there may be potential mediating variables.
Finally, according to the findings and conclusions of the study, relevant suggestions are provided for the reference of relevant educational institutions and researchers.
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