The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices

Gökhan Serin [1]

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The purpose of this study was to investigate effect of gender and perceived professional development in ICT skills on science teachers’ use of traditional and alternative classroom practices. The data was obtained from the Teaching and Learning International Survey (TALIS) conducted by the Organisation for Economic Co-Operation and Development (OECD). Specifically, this research was focused on Turkish science teachers (n=308). The data was analyzed through Multivariate Analysis of Variance (MANOVA). The findings indicated that female teachers use traditional classroom practices significantly much more than male teachers. Moreover, science teachers who no need any professional development in ICT skills had significantly higher mean score on alternative classroom practices than science teachers who high need for professional development in ICT skills. The implications based on the findings were discussed.
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Author: Gökhan Serin

Bibtex @ { ajesi18771, journal = {Anadolu Journal Of Educational Sciences International}, issn = {2146-4014}, address = {Anadolu University}, year = {2015}, volume = {5}, pages = { - }, doi = {10.18039/ajesi.43444}, title = {The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices}, key = {cite}, author = {Serin, Gökhan} }
APA Serin, G . (2015). The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices. Anadolu Journal Of Educational Sciences International, 5 (1), . DOI: 10.18039/ajesi.43444
MLA Serin, G . "The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices". Anadolu Journal Of Educational Sciences International 5 (2015): <http://dergipark.org.tr/ajesi/issue/1532/18771>
Chicago Serin, G . "The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices". Anadolu Journal Of Educational Sciences International 5 (2015):
RIS TY - JOUR T1 - The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices AU - Gökhan Serin Y1 - 2015 PY - 2015 N1 - doi: 10.18039/ajesi.43444 DO - 10.18039/ajesi.43444 T2 - Anadolu Journal Of Educational Sciences International JF - Journal JO - JOR SP - EP - VL - 5 IS - 1 SN - 2146-4014- M3 - doi: 10.18039/ajesi.43444 UR - https://doi.org/10.18039/ajesi.43444 Y2 - 2019 ER -
EndNote %0 Anadolu Journal Of Educational Sciences International The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices %A Gökhan Serin %T The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices %D 2015 %J Anadolu Journal Of Educational Sciences International %P 2146-4014- %V 5 %N 1 %R doi: 10.18039/ajesi.43444 %U 10.18039/ajesi.43444
ISNAD Serin, Gökhan . "The Effect of Gender and Professional Development in Information and Communication Technology (ICT) on Science Teachers’ Use of Classroom Practices". Anadolu Journal Of Educational Sciences International 5 / 1 (July 2015): -. https://doi.org/10.18039/ajesi.43444