Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms

Alexander W. Wiseman, Fawziah Al-bakr, Petrina M. Davidson, Elizabeth Bruce

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.

Original languageEnglish
Pages (from-to)224-243
Number of pages20
JournalCompare
Volume48
Issue number2
DOIs
StatePublished - Mar 4 2018

Keywords

  • Information and communications technology (ICT)
  • Saudi Arabia
  • gender
  • intermediate schools
  • teacher pedagogy

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