Teachers and teacher trainers facing the digital gender divide

References

– Chikunda, C. (2014) Identifying tensions around gender-sensitive curriculum practices in science teacher education in Zimbabwe: an activity theory analysis. African Journal of Research in Mathematics, Science and Technology of Education, 18(3), pp. 264-275.

– Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital competence and gender: Teachers in training. A case study. Future Internet, 12(11), 204.

– European Commission/EACEA/Eurydice (2019). Digital education at school in Europe. Eurydice report (978-92-9492-998-3). Luxembourg: Publications Office of the European Union. http://dx.doi.org/10.2797/66552.

–Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (n° JRC107466). Joint Research Center (Seville site).

– Rizal, R., Rusdiana, D., Setiawan, W., Siahaan, P. and Ridwan, IM (2021, March). Gender differences in digital literacy among future physics teachers. Journal of Physics: Conference Series 1806 (1), p. 012004). IOP edition.

– Stoilescu, D., & McDougall, D. (2011). Digital Gender Divide and Challenges in Undergraduate Computer Science Programs. Canadian Journal of Education/Revue canadienne de l’éducation, 34(1), 308-333.

–Vucaj, I., 2020). Development and initial validation of the Digital Age Teaching Scale (DATS) to assess the application of ISTE standards for educators in K-12 teaching classrooms. Journal of Technology in Education Research, pp. 1–23.

– Yoon, SH (2022). Gender and digital competence: analysis of the educational needs of future teachers and its implications. International Journal of Educational Research, 114, 101989.

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