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1.0 Chapter 1: Introduction

1.1 Introduction

1.2 Background

1.3 Problem Statement

1.4 Research Objectives

1.5 Research Questions

1.6 Research Hypothesis

1.7 The Significant of the Research

1.8 The Limitation of the Research

1.9 Constitutive and Operational Definitions

1.10 Conceptual Framework

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1-2

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2-3

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3-4

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2.0 Chapter 2: Literature Review 7-10

3.0 Chapter 3: Methodology

3.1 Research Design

3.2 Research Method

3.2 Population and Sampling

3.3 Research Instruments

3.4 The Validity and Reliability of Instrument

3.5 A Data-Gathering Methods

3.6 Data Analysis

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12-13

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4.0 References 14-155.0 Appendices 16-20

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The Effect Of Gender Among University Lecturers In

Integrating Technology Within Classroom Interaction.

1.0 Chapter 1: Introduction

1.1 Introduction

In this modern era, technology plays a significant role in

almost every aspects of life and education is not left out.

Technology is believed to be the core medium of information

transfer in classroom interaction. As an international

phenomenon, technology is important part of our everyday lives

and efforts to improve teaching and learning (Sandholtz,

Ringstaff, & Dwyer, 1997; Voogt, Tilya, & van den Akker, 2009;

Williams, Linn, Ammon, & Gearhart, 2004). Adding on to that,

technology is said to increase students’ interest and

motivation towards learning. Even, teachers also benefited

from the use of technology in classroom where it saves times

and promote effective teaching. However, it has been alleged

that many teachers are not keen in integrating technology in

their classroom interaction. Some of the reasons are due to

extrinsic factors such as environmental readiness and

intrinsic factors like teachers’ readiness, teachers’

preference and teachers’ beliefs. In this research, the

researchers are interested to know if teachers’ gender

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actually affects technology integration, whether male or

female teachers have more preference in using technology in

classroom interaction. The researchers examine through surveys

and questionnaires to determine whether gender really affects

teachers’ preference in integrating technology in classroom.

The purpose of our study is to know whether teachers’ gender

really affects technology integration. Next, is to find out

possible ways to actually promote teachers’ interest to

integrate technology in classroom. Throughout the

investigation, it was expected that the findings could

actually help to find out strategies to improve teachers’

motivation to use technology in classroom.

1.2 Background

In the study by Weber & Custer (2005) entitled ‘Gender-Based

Preference towards Technology Education Content, Activities,

and Instructional Methods’ shows that males and females have

different approaches towards technology and they have

different ways of comprehending technology. It means that

males prefer to use technology more than females in

educational context. The researchers are keen to know whether

this study applies to the teachers as well. Adding on to that,

the study shows that male students have higher preferences in

using technologies in learning compared to female students.

There is arise question about male and female teachers’

preferences in using technologies for teaching.

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According to Ertmer (1999, 2005) and Hew & Brush (2007),

teachers who have equipped with relevant knowledge on

technology integrate technology differently in their teaching.

There are two sets of affecting barriers, first-order barrier,

which concerns on environmental readiness and second-order

barriers, which is mainly the internal factors such as

teachers’ beliefs. This study inspires the researchers to find

out if gender could be one of the second-order barriers

mentioned in the study.

1.3 Problem Statement

Technology plays an important role in today’s modern world

in many aspects and in education; it shows one of its

important contribution in classroom interaction. Teachers can

teach more efficiently by integrating technology in classroom

as technology does not only improve the teaching and learning

process but also saves teacher’s time. However, teachers

nowadays are not keen in integrating technology during their

teaching process. Therefore, a survey is conducted among

lecturers in Education Faculty in University Putra Malaysia to

find out how many lecturers use technology in their classroom

and do gender affects technology integration in classroom.

1.4 Research Objectives

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The objective of this research is to reveal the relationship

between teacher gender and their preference in using

technology in classroom. The study among lecturers in Faculty

of Educational Studies in University of Putra, Malaysia aims:

1) To find out the number of lecturers who use technology in

classroom.

2) To find out how frequent male and female lecturers use

technology in classroom and to analyze teachers’

preference in using technology in classroom.

1.5 Research Questions

Our research questions focus on teachers’ gender. We are

interested to know:

1) What is the number of lecturers who use technology in

classroom

2) How frequent male and female lecturers use technology in

classroom.

3) How far the male and female lecturers’ beliefs in using

technology in classroom vary to each other.

1.6 Research Hypothesis

Alternate Hypothesis (H1): There is a significant relationship

between teachers’ gender and technology integration in

classroom.

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Null Hypothesis (H0): There is no significant relationship

between teachers’ gender and technology integration in

classroom.

1.7 Significant of Research

The significance of our research is to create awareness

among the authority that genders do have its’ own effect in

teachers’ practice of integrating technology in classroom. The

findings from the research would suggest how to take gender

into consideration in order to facilitate technology

integration in classroom. So, this research could serve as a

basis for various authorities or organisations to design

motivational or educational programs for teachers. This will

later help to improve teachers’ motivation to use technology

in classroom interaction.

Besides that, this research could serve as a new knowledge

that is to be discovered because there is not much research

done relating gender to technology integration among teachers.

There are quite a number of researches done about gender

involving students’ preference towards technology but not for

teachers. This research could offer a new point of view or

outlook for the educational field in order to integrate

technology in classroom interaction.

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This research could also improve the proficiency of teachers

and also teachers’ capability in their profession. Teachers

can identify their weaknesses and problems in integrating

technology and at the same time, find ways to improve their

effectiveness in teaching.

1.8 Limitation of Study

There would be several limitations of this study. First,

this research is limited only to the lecturers in Faculty of

Educational Studies of University of Putra, Malaysia.

Different faculties may have different ways of teaching the

students. The perception of lecturers may vary according to

the subjects they are teaching the students.

Other than that, we assume that we will face problem in

transportation because we would be staying outside of

University of Putra, Malaysia when carrying out the research

and we may have to travel from one place to another to fulfil

the requirements of the research. Transportation takes a lot

of time and cost quite a number of money.

Adding on to that, the lecturers may have tight schedule and

we would need to make appointments with the participants to

meet them for research purposes. The researchers also would

need to adjust our schedules to conduct the research.

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The integrity of the participants is to be questioned in

this research too. Some of the participants may not act

according to their belief in integrating technology in

classroom and some of them may not answer the questionnaires

with good concentration due to lack of responsibility.

1.9 Constitutive and Operational Definitions

Preference is the act of preferring by someone or something

over another or others and in this case, preference is referred

to the choice of university lecturers in applying technology

within their classroom interaction.

The term instructional refers to the act, practice, or

profession of instructing in a detailed description on a

particular procedure. This research wants to find out whether the

instructional method applied can help the lecturers in wanting to

integrate technology as one of the way in teaching.

As paraphrased from The Free Dictionary by Farlex, technology

is an electronic or digital products and systems considered as a

group and applied especially for industrial or commercial

objectives. In this research, technology is referred to the use

of computers, audio-visual aids, LCD projector, LCD screens and

many more as a tool to assist teaching and learning session among

university lecturers in the Faculty of Educational Studies.

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Technology can also be considered as the implementation of

technical means and creation with life, society and the

environment in the area of education and their effects to the

participants involved.

Classroom interaction is a two-way process between the

participants in the learning process. The teacher influences the

learners and vice versa (Dagarin, M. 2004). Classroom interaction

happens simultaneously whereby both participants affect each

other throughout the process. The research tries to investigate

the effect of technology use in a classroom interaction and the

plausible causes affecting it.

1.10 Conceptual Framework

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INDEPENDENTVARIABLE

Lecturers’

DEPENDENT VARIABLE

Lecturers’ preference towards integrating technology in classroom

Belief

2.0 Chapter 2: Literature Review

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Motivation

Many studies have investigated whether schools’ technology

investments and teachers’ increasing ability to use technology

have played a major role in the way teachers use technology to

improve student learning outcomes. Some studies tied frequent

computer use with teacher change in practice to a student-

centred, constructivist pedagogical paradigm. (Becker & Ravitz

1999; Becker, 2000; Becker, 2001; Ravitz, Becker, & Wong,

2000; Dexter, Anderson, & Becker, 1999; Matzen & Edmunds,

2007; Sandholtz, Ringstaff, & Dwyer, 1997). Lumpe and

Chambers (2001) found that although teachers in the study

agreed that technology integration was valuable for their

instruction, their likelihood of using technology was found to

be significantly lower in the survey conducted due to factors

such as access to hardware and software, Internet connections,

limited time and lab space, available professional

development, and support from administration, teachers as well

as parents. Lumpe and Chambers cautioned that if people’s

beliefs do tend to lean toward action or inaction, as the case

may be, then these people need to be reinforced with positive

contexts and opportunities. Thus if teachers do not perceive

that they have means or opportunities to pursue technology

integration, they most likely will not. Albion and Ertmer

(2002) suggest that computers, although more accessible than

before, have had a limited impact on schools and instructions,

at least in part due to teachers’ core beliefs and their

teaching styles. However, the causes mentioned in the theories

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do not include the effects of teachers’ gender in integration

technology within classroom interaction.

Teachers’ perspectives of their use of instructional

technology, understanding of this technology, and feelings

about the support structure associated with this equipment

have been examined with the findings suggesting that teachers

believe technology is an integral part of the process of

educating their students. Pertaining to gender differences in

technology integration, the literature showed that there were

some differences between male and female teachers in

technology use, while other studies did not (e.g., Shashaani,

1997; Bhargava et al., 1999; and Hong & Koh, 2002). The

results of Shashaani's study (1997) showed that female

students were less interested in computers and less confident

than male students. The results also showed that males were

more experienced than females and females' attitudes improved

after taking the course. Bhargava et al. (1999) studied gender

discrepancy in both classroom access and use. The findings

showed that there were significant differences between males

and females and these differences were due to biased classroom

practices, lack of female role models, and home computer

gender gaps. Following the same path, Hong and Koh (2002)

found that female teachers were more anxious than male

teachers toward hardware. They also found that the overall

computer anxiety levels of male teachers were not

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significantly different from the anxiety levels of female

teachers. Only for the hardware anxiety domain was significant

differences detected between male and female teachers. That iswhy this research aims to investigate whether the lecturers in Faculty of

Educational Studies, Universiti Putra Malaysia integrate technology in

their lesson and the differences between male and female lecturers’preference in using technology.

Although many teachers certainly are using today’s

technologies in innovative ways, they remain the exception

rather than the rule. In terms of Moore’s (1999) innovation

adoption model, few learning technologies have managed to

“cross the chasm” from adoption by technology enthusiasts and

visionaries to acceptance by the vast majorities of teachers,

who are pragmatists and conservatives.

In an attempt to understand why technology is differently

(or not at all) integrated into teaching among teachers who

are equipped with relevant knowledge, two sets of barriers are

often discussed (Ertmer, 1999, 2005; Hew & Brush, 2007): (a)

first-order barriers concern factors such as environmental

readiness (e.g., computers, the Internet access) and teacher

knowledge (e.g., TPACK); (b) second-order barriers include

factors such as teachers’ beliefs (Ertmer, 1999, 2005; Hew &

Brush, 2007). According to this research, the researchers

believe that teacher beliefs are very much related to

teachers’ technology practices and therefore, their survey

focused on the study of teachers’ beliefs, teachers’ belief on

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epistemology and teachers’ belief on conception. The findings

showed that teachers’ beliefs about the nature of knowledge

and learning (epistemology), beliefs about effective ways of

teaching (conceptions), and technology integration were

positively correlated with one another (Kim, Kim, Lee,

Spector, DeMeester, 2012).

According to Rowand (2000), a survey based on a National

Center for Education Statistics (NCES, 2000), found that 39%

of teachers indicated that they used computers or the

Internet to create instructional materials, 34% for

administrative record keeping, less than 10% reported to

access model lesson plans or to access research and best

practices. Novice teachers were more likely to use computers

or the Internet. Similarly and according to a report released

by the U. S. Department of Education, NCES (2000), novice

teachers were more likely to use computers or the Internet to

accomplish various teaching objectives. Teachers with at most

nine years of teaching experience were more likely compared

teachers with 20 or more years of experience to report using

computers or the Internet to communicate with colleagues.

Bauer and Kenton (2005) found that teachers, who were highly

educated and skilled with technology, were innovative and

adept at overcoming obstacles, but they did not integrate

technology on a consistent basis both as a teaching and

learning tool. Results suggest that schools have not yet

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achieved true technology integration. Gulbahar (2007)

concluded that teachers and administrative staff felt

themselves competent in using ICT available at the school;

they reported a lack of guidelines that would lead them to

successful integration. On the other hand, students reported

that ICT is not utilized sufficiently in their classes.

Although survey data may suggest that the “teaching process is

fundamentally changing as professional development is taking

teachers from learning how computers work to using technology

to change how they teach” (CDW-G, 2006, para. 3, emphasis

added), current data from classroom observations do not

support this view. (Andrew, 2007; Bauer & Kenton, 2005;

Schaumburg, cited in Schulz-Zander, Pfeifer, & Voss, 2008)”.

Even among teachers who claim to have student-centered,

constructivist practices, technology uses are described as not

being particularly powerful or innovative (Cuban, Kirkpatrick,

& Peck; 2001; Hermans, Tondeur, van Braak, & Valcke, 2008).

This research tells the readers that young teachers are more

likely to utilize technology for classroom use as compared to

experienced teachers but fewer studies are made to distinguish

between teachers’ gender in integrating technology within

classroom interaction.

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3.0 Methodology

3.1 Research Design

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A descriptive survey research design is used because it

gathers numerical data to show the significance between gender

and lecturer preference toward integrating technology within

classroom interaction. Gender is the independent variable and

the lecturer preference is the dependent variable.

3.2 Research Method

The survey research will go through a few procedures. First

of all, the survey research must get the permission from

Jabatan Pengajian Tinggi (JPT). The application for permission

is using the form ‘Skim Geran Penyelidikan Pembangunan

Prototaip (PRGS). Then, the proposal is sent to the Faculty of

Education, University of Putra Malaysia for confirmation

letter. After that, the proposal will be sent to Kementerian

Pengajian Tinggi (KPTM) for approval and evaluation. When KPTM

gives the approval letter to the faculty, the letter will be

given to each department in faculty of education for

cooperation from lecturers.

3.3 Population and Sampling

The research will be conducted at Faculty of Education in

University Putra of Malaysia. 60 lecturers will be involved in

the survey research. 10 participants will be selected randomly

from each department. There are six departments of education

which are:

1) Asas pendidikan

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2) Pendidikan Bahasa dan kemanusiaan

3) Pendidikan kaunselor dan psikologi kaunseling

4) Pemajuan Professional dan Pendidikan lanjutan

5) Pendidikan Sains dan teknikal

6) Pengajian Sukan

3.4 Research Instrument

In order to identify “The effect of gender among university lecturers in

integrating technology within classroom interaction”, a “background

personal information” and a “questionnaire” are administered.

A personal information form is prepared in order to receive

some demographic information of the participants’ age, gender

and department. In addition, a comprehensive questionnaire is

used in the research is made up of a 5 Likert-Type scaling

instrument that consists of 20 statements. The statements are

graded as Strongly Agree (5), Agree (4), Neutral (3), Disagree (2),

and Strongly Disagree (1). The highest score (5) shows positive

effect towards integrating technology and the lowest score (1)

shows negative effect towards integrating technology in

classroom interaction. The research instrument can be seen in

Appendix 1

3.5 The Validity and Reliability of Research Instrument

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The validity and reliability of the research instrument is

high because it was already being used by Gulsen Hussien in a

journal entitle “The Attitudes of Undergraduate Students towards Motivation

and Technology in a Foreign Language Classroom” (Hussien,g, 2010).

Originally, the instrument was used to identify undergraduate

students’ behavioral attitudes towards the relationship

between motivation and technology in EFL classroom. Hence,

this research just adapted the similar research instrument to

identify the relationship between gender and teachers’

preference toward integrating technology in classroom

interaction. Nevertheless, there are some modifications made

in certain statements to ensure the appropriateness for target

respondents. For example, the word “student” will be altered

to “teacher”.

3.6 Date-Gathering Method

This research uses questionnaires to collect the data due to

several reasons. The information that can be obtained through

questionnaires consists of almost any data variable and it can

be used to collect regular or infrequent routine data as well

as data for specialized studies. Besides that, questionnaires

help in term of time consuming compare to interview or

observation methods. Furthermore, it is easy to test data for

reliability and validity. In addition, this method preserves

the anonymity and confidentiality of the respondents’

reactions and answers.

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3.7 Data Analysis

SPSS 21.0 program is used for the data analysis. One-way

analysis of variance and t-test are used to identify the

difference between male and female lecturers. In order to be

able to define and talk about the gender preference, the

frequencies and the percentages of the statements are

calculated as well. At the end of the variance analysis, the

difference between male and female lecturers is identified

through Post Hoc LSD tests and statistical results have been

shown through tables by their arithmetic mean, SD (standard

deviation) and N (frequency). As a result of the analysis each

statement will be calculated through average of the interval

values of the scale as: Strongly Agree between (4,20-5,00), Agree

between (3,40-4,19), Neutral between (2,60-3,39), Disagree

between (1,80-2,59) and Strongly Disagree between (1,00-1,79).

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4.0 References

Albion, P. R., & Ertmer, P. A. (2002). Beyond the foundations: The role of vision and

 belief in teachers’ preparation for integration of technology. 

TechTrends,46(5),3 ‐38. Retrieved on October 27, 2013 fromhttp://eprints.usq.edu.au/2101/1/Albion_Ertmer.pdf

Andrew, L. (2007). Comparison of teacher educators’ instructionalmethods with the constructivist ideal. The Teacher Educator, 42(3), 157–184. Retrieved on October 27, 2013 from http://202.116.45.198/kcyjxl/jxtj/pdf/4/1.Comparison

%20of%20Teacher%20Educators%2720Instructional%20Methods%20With%20the%20Constructivist%20Ideal.pdf

CDW-G. (2006). Teachers Talk Tech reveals technology access and professional development are driving improved teacher and student performance.

Retrieved October 27,2013 from http://http://newsroom.cdwg.com/features/

TeachersTalkTech2006Results.pdf

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational ResearchJournal, 38, 813–834. Retrieved on October 27, 2013 from

http://aer.sagepub.com/content/38/4/813.abstract

Dagarin, M. 2004. Classroom interaction and communication strategies in learning english as a foreign. Studies in the english language and literature in slovenia. Volume I/1-2. Ljubljana: Faculty of Education.

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Ertmer, P. A. (1999). Addressing first- and second-order barriersto change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development,53(4), 25-39

Ertmer, P. A., & Ottenbreit –Leftwich A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from

http://marianrosenberg.wiki.westga.edu/file/view/ErtmerPTeacherTechnology.pd 348949052/ErtmerPTeacherTechnology.pdf

Hussien,G. (2010). International journal of learning and teaching. The attitudes of undergraduate students towards motivation and technology in foreign language classroom, Vol 2, issue 2 (2010), 14-24. Retrieved on September 29, 2013 from http://www.world-education-center.org/index.php/ijlt/article/view/354/pdf_62

Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. EducationalTechnology Research and Development, 55(3), 223-252.

Instructional. (n.d.) The American Heritage® Dictionary of the English Language, Fourth Edition. (2003). Retrieved November 14 2013

from http://www.thefreedictionary.com/instructional

Kim,C.M., Kim,M.K., Lee,C., Spector, J.M., DeMeester, K. (2012). Teacher beliefs and technology integration. Teacher and Teacher Education, 29, 76-85.

Lumpe, A. T., & Chambers, E. (2001). Assessing teachers’ context beliefs about  technology use. Journal of Research on Technology in Education, 34(1), 93‐107.

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Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education, 42(3) 285-307. Retrieved from

http://zellerandassociates.com/nl533rdg/17JRTE_Sprng2010_Means_Member Only.pdf

Palak, D., & Walls R. T. (2009). Teachers’ beliefs and technologypractices: a mixed methods approach. Journal of Research on Technology in Education, 41(4), 417 441. Retrieved from http://www.dlcubc.ca/wordpress_dlc_mu/educ500/files /2011/06/palak.pdf

Preference. (n.d.) The American Heritage® Dictionary of the English Language, FourthEdition. (2003). Retrieved November 14 2013

from http://www.thefreedictionary.com/preference

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology:

Creating student-centered classrooms. New York: Teachers College Press.

Technology. (n.d.) The American Heritage® Dictionary of the English Language, FourthEdition. (2003). Retrieved November 14 2013

from http://www.thefreedictionary.com/technology

Voogt, J., Tilya, F., & van den Akker, J. (2009). Science teacherlearning for MBL supported student-centered science education in the context of secondary education in Tanzania. Journal of Science and Education and Technology,18, 428-429.

Weber, K., & Custer, R. (2005). Gender-based preference towards technology education content, activities, and instructional methods. Journal of Technology

Education, 16(2), 55-71.

Williams, M., Linn, M. C., Ammon, P., & Gearhart, M. (2004). Learning to teach

inquiry science in a technology-based environment: a case study. Journal of

Science Education and Technology, 13(2), 189-20622

Appendices

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Survey on Teachers’ Gender and Their Preference towards theIntegration of Technology in Classroom Interaction

Arahan: Soal selidik ini bertujuan untuk mengenalpasti perkaitanantara jenis jantina pensyarah di Fakulti Pendidikan UPM dengankecenderungan dalam mengintegrasikan teknologi dalam Pengajarandan Pembelajaran di kelas. Soal selidik ini terbahagi kepada 2(dua) bahagian – A dan B. Sila jawab semua bahagian.

Instructions: This questionnaire surveys on teachers’ gender andtheir preference towards the integration of technology inclassroom interaction in the Faculty of Education Studies. Thisquestionnaire consists of 2(two) sections. Section A asks on yourdemographic backgrounds. Section B are questions on yourperceptions towards integrating technology in classroominteraction. Please answer all questions.

1) Sex (Jantina) : ____________________

2) Age (Umur) : ____________________

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SECTION A: DEMOGRAPHIC BACKGROUND

3) Department (Jabatan) : ____________________

Instruction: Please choose one answer to the degree to which you agree or disagree with each statement by putting √ in the box provided.

1 2 3 4 5StronglyDisagree

Disagree Neutral Agree StronglyAgree

No Statements 1 2 3 4 51. Daily and yearly plans should be

prepared by teacher using computers.

2. Lesson should often include computer-assisted instruction.

3. Technological tools do not need to be used in instruction.

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SECTION B: PERCEPTIONS TOWARDS INTEGRATING TECHNOLOGY INCLASSROOM INTERACTION

4. Using computers do not have any benefitsfor students in education.

5. Teachers should receive regular in-service training on new technologies in order to make the course more effective.

6. Students should get advanced informationon the usage of new technologies.

7. Using OHP, Slides and Projection in the classroom should be preferred as it influences student learning positively.

8. Because DVD’S/VCD’S could be watched again, students could get feedback.

9. Learning is more permanent through multimedia since it both visual and auditory.

No Statements 1 2 3 4 510.

Teachers should receive regular in-service training on new technologies inorder to make the course more effective.

11.

Teaching could reach its goal only together with technology.

12.

Using internet in the learning process is a waste of time.

13.

Using technology would facilitate the understanding of difficult topics.

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14.

Technology doesn’t help me improve my teaching in classroom.

15.

Students should receive basic educationon computer literacy which will also help them in the future.

16.

Watching DVD’S/VCD’S help my students remember the aim of the topic.

17.

Integration of education and technologywill help me to teach effectively in classroom.

18.

My students will be a successful undergraduate if their education is integrated with multi-media.

19.

Technological changes should be considered when experiencing periods ofchange.

20.

Computer-assisted instruction increasesstudents’ achievement.

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