Integrating Information Technology into Pedagogy: The Gender Perspective

Abstract

This study investigated the seeming gender dichotomy in perception among social studies teachers towards the use of technology in instructional practice in the senior high schools of the Cape Coast Metropolis. The theoretical underpinum of the study are essentialism and social construction. A descriptive research design was adopted and questionnaire used to collect data from a purposive sample of 50 social studies teachers who have completed some form of technology integration training. An independent t-test was computed in analyzing the data at an alpha level of 0.05. The findings revealed a higher mean response for females than males in terms of perception on training, competence and importance of technology integration. The difference was however statistically insignificant (p>0.05). The result depicted a gradual closure of the gender technology gap. It was therefore recommended that, efforts directed towards bridging the gender technology gap should be vigorously pursued in a continuum.