Does Gender Play a Role in Obtaining an Educational Technology Certificate?
AbstractThe purpose of the study was to identify the difference between male and female technology
professional developer’s conceptions, misconceptions, and lack of knowledge associated with
obtaining the Educational Technology Specialist Certificate (ETS). The knowledge was tested
using a portion of the 2009 New York State Educational Technology Specialist content specialty
exam (CST 71). This portion was made up of 16 survey questions which related directly to
learning objectives needed to obtain the certificate. The goal of this study is to evaluate the level
of knowledge held by technology professional developers and to find if there are any differences
in knowledge related to gender. 68 surveys were returned. A 62 item survey was developed
based on studies discussed in the review of the literature. Results showed that females possessed
more of the required knowledge needed to obtain the ETS certificate than did their male
counterparts. Male technology professional developers, on the other hand, were more apt to
admit when they did not know an answer and this may contribute to males being easier to train.
Proposal
Purpose
The purpose of the study was to identify the difference between male and female technology
professional developer’s conceptions, misconceptions, and lack of knowledge associated with
obtaining the Educational Technology Specialist Certificate (ETS).
Perspectives
Technology implementation research indicates that teacher’s beliefs and knowledge influence the
integration of technology. Traditional research has identified “misconceptions” as strongly held
incorrect knowledge and it is argued that this knowledge can be identified, refuted through
instruction, and replaced.
Misconceptions can include not only the need to train teachers but a need to deconstruct
incorrect knowledge and construct new knowledge (Morote & Tatum 2010).
In a critical
evaluation of research on student misconceptions in science and mathematics; however, Smith
III, diSessa and Rochelle (1993) found misconceptions could not simply be identified and
replaced as, ".. .it is impossible to separate students' misconceptions, one by one, from the novice
knowledge involved in expert reasoning". Smith III et al. (1993) found that misconceptions were
important in achieving sophisticated learning and negotiating understanding. It is important to
incorporate a hybrid approach to professional development that provides hands-on activities,
discussions and ample practice for students to overcome and eliminate misconceptions
(Lucariello, 2013).
Gender in Technology
Gender in technology has played an important role in gender equality over the last 20 years
(Clegg, Trayhurn, & Johnson, 2000; Wender, 2003). Clegg et al. (2000) found that women
needed a more collegial environment to succeed in computer technology.
In an exploration of gender differences at a large Canadian university, Zhou and
Xu (2007) surveyed 100 full-time and seasonal instructors using an online survey. Zhou
and Xu (2007) found female instructors used greater student-centered teaching strategies, learned
well from others, but had less confidence then when compared to men’s technology knowledge.
The males tended to learn more from their own experiences. He and Freeman (2009), confirmed
that women were less confident with computers and more anxious than their male counterparts.
The inequity of females in the technology field will only be eliminated by providing mentoring
and training geared towards building female self-efficacy through professional development
(Wender, 2004).
Lofstrom and Nevgi (2007), surveyed 333 Instructional Computer Technology (ICT) support
staff, teachers and students at the University of Helsinki, in planning and implementation of
information and communication technology in teaching, males consistently estimated their ICT
skills, Internet skills, and use of multimedia higher than females. These results do not support
the findings of Davis and Davis (2007), who examined the role of technology and its integration
into technology teacher and of business trainer preparation programs at the University of A&M.
Methods & Data Source
This study is part of a larger study conducted by Marr (2011). From a potential pool of 349
participants, Marr (2011) surveyed approximately 183 people belonging to professional
development organizations. 68 surveys (37%) were completed using an online survey instrument
created using Google Docs for Education. The survey was composed of 16 questions developed
from sample questions provided in the New York States Content Specialty Test (71) preparation
guide found at http://www.nystce.nesinc.com/PDFs/NY_fld071_prepguide.pdf.
For this study an independent-samples t test was performed that specifically looked at whether
males and females differ in terms of amount of conceptions, misconceptions, and I don’t know
(IDK) answers on an evaluation designed to assess required knowledge necessary to obtain the
ETS certificate.
Results
Table 1
T-test Gender and Misconceptions, Conceptions and I don’t know
Gender
N
M
SD
SEM
t
df
p
22
3.91
2.09
.45
.046
30.965
.964
Females 44
3.89
1.42
.21
Males
9.50
3.11
.66
-2.620
64
.011
Females 44
11.07
1.76
.26
Males
22
2.59
4.06
.86
1.747
22.979
.023
Females 44
1.05
1.24
.19
Misconceptions Males
Conceptions
I Don’t Know
22
The test for conceptions was significant, t(64) = 2.62, p= .01. Female technology professional
developers got on average more answers correct (M = 11.06, SD = 1.78) than did the male
technology professional developers (M=9.50, SD=3.11). The test for IDK was also significant,
t(64) = 2.34, p = .02. In contrast to the conceptions, male technology professional developers
chose on average more IDK answers (M = 1.05, SD = 1.24) than did the female technology
professional developers (M=1.05, SD 1.24). The t test for misconceptions was not significant.
Table 2
Frequency Responses to Conceptions, Misconceptions, and I don’t know (IDK)
Females
NYS Objectives
Correct
Males
Incorrect
IDK
Correct
Incorrect
IDK
15.9
18.2
59.1
27.3
13.6
63.6
27.3
9.1
Field 71
Educational
Technology
Specialist
Test
0001-Understand
computer
basic 65.9
operations,
concepts, and care.
0002 –Understand basic 65.9
34.1
troubleshooting
techniques for computer
systems
and
related
peripheral devices.
0003-Understand equity, 54.5
ethics,
and
15.9
29.5
27.3
27.3
45.5
6.8
9.1
68.2
4.5
27.3
etiquette
issues associated with
the use of technology in
education.
0004-Understand legal, 84.1
privacy, security,
and
safety issues associated
with
the
use
of
technology in education.
0006-Understand
the 65.9
22.7
11.4
59.1
9.1
31.8
54.5
4.5
22.7
63.6
13.6
features and uses of
telecommunication,
information access, and
delivery systems.
0007-Understand the use 40.9
of computers and other
technologies in research,
problem
solving,
and
product development.
0008-Understand
97.7
9.1
86.4
methods and strategies
for planning, delivering,
and assessing concepts
and skills relevant to
educational
computing
in technology, literacy
across curricula.
0010-Understand
59.1
36.4
4.5
36.4
45.5
18.2
0011-Understand factors 79.5
18.2
2.3
77.3
4.5
18.2
principals
of
instructional design and
product development.
involved in creating and
maintaining
learning
effective
environments
using technology.
0012-Understand issues 75
25
54.5
36.4
9.1
95.5
4.5
90.9
9.1
6.8
90.9
2.3
81.8
40.9
6.8
68.2
9.1
22.7
11.4
9.1
77.3
9.1
13.6
relating to software and
hardware
selection,
installation,
and
maintenance
in
the
educational
environment.
0013-Understand
methods and strategies
for the use of computers
and other technologies in
developing
and
implementing
instructional programs.
0014-Understand
18.2
methods and strategies
for
designing,
implementing,
evaluating
and
educational
technology professional
development programs.
0015-Understand issues 52.3
related to facilities and
resource management.
0009-
Understand 79.5
educational
technology-related
and
research.
0016-Understand issues 86.4
11.4
2.3
86.4
4.5
9.1
81.8
9.1
9.1
relating to and strategies
related to managing the
change process in the
educational
environment.
0016-Understand issues 93.2
6.8
relating to and strategies
related to managing the
change process in the
educational
environment.
In table 2, results were further organized to show what percentage of each gender chose either
conceptions, misconceptions, or IDK for each of the 16 survey question. To see the questions
please refer to Marr (2011, page 76). The objectives listed on the left hand side come from
national and state standards and are the required knowledge needed to pass the ETS certificate
Results from table 2 show the comparative percentages of both male and female technology
developers and show that both male and female got the answer correct on various survey
questions linked to corresponding objectives. Results linked to objective 8 indicate that both
male and female technology developers have a good understanding of the methods and strategies
for planning, delivering, and assessing concepts and skills relevant to educational computing in
technology, literacy across curricula.
The survey question corresponding to objective 3 is an example of a result where there was a
large difference between the percentage of females and males who chose the correct answer.
This finding may indicate that male technology developers could benefit from additional
instruction aimed at how to understand equity, ethics, and etiquette issues associated with the use
of technology in education than could their female counterparts. Similar results were found in
objective 4.
In contrast the percentage of males who chose the correct answer related to objective 14 was
much higher than the percentage of female participants who got the answer correct. These
results may suggest that female technology developers could benefit from increased practice
understanding methods and strategies for designing, implementing, and evaluating educational
technology, than could their male counterparts.
Educational Importance
These results are important and can help with the professional development of educators. By
allowing applicants further opportunities to practice skills associated with the objectives
connected to the survey questions that they got wrong, current professional development
programs could be improved upon so that future applicants are more prepared to obtain the ETS
certificate.
Continuos improvement is necessary for technology professional development
programs to keep pace with the latest developments in technology (Anthony, 2012).
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