Gender and age differences in computer usage , competence , attitudes , self-efficacy , and anxiety among teachers in Jordan

Introduction Jordan considers education as the key to development, success and progress. Over the past decades, integrating technologies into education has become an important issue in Jordan’s educational system. The philosophy of the modern Jordan’s educational system is that, the use of technology in education opens a new area of knowledge and offers tools that have the potential to change some of the existing educational methods. Therefore, the emphasis on technology integration has accelerated in Jordan’s schools in recent years. In Jordan, achieving a meaningful use of computer in schools can be influenced by many factors related to teachers (Al-zaidiyeen, Mei & Fook, 2010). Among these factors teachers’ gender and age are considered very important factors that influence the integration of technology within the field of education. The fact is teachers are an essential part of the successful integration of computers in classrooms. In the urban schools, teachers’ gender and ages differences regarding the use of computers for educational purposes have been well documented (Abu-Samak, 2006; Albirini, 2004). In this article, the aim is to investigate the gender and age differences among teachers in computer use, competence, attitudes, self-efficacy, and anxiety. Studying gender and age differences in computer integration is needed to enhance the incorporation of computer for educational purposes. Related Literature Review Recently, computers and other technologies have been used as teaching and learning tools in all levels of education to improve performances (Neo & Kian, 2003). Ultimately, greater demands are placed on teachers to use technologies in various instructional settings. The integration of computer in the classroom is thought by many researchers to increase student and teacher productivity, enhanced integration of curriculum (Whitehead, Jensen, & Boschee, 2003), open the classroom to the outside world (Venezky, 2004), make instructional materials accessible from anytime and anywhere (Gülbahar, 2007), prepare students for the information age (Albirini, 2006), and support traditional classroom settings (Rosenfeld & MartinezPons, 2005). Moreover, the effective use of technology can be an important facilitator for teachers to become increasingly more effective in many ways such as preparing, presenting, describing and transferring knowledge, inspiring, advancing students’ developments (Hu et al., 2003), and enhancing problem solving skills (Murphy, 1995). Furthermore, Kinzie, Delcourt and Powers (1994) found that teachers who use computer often are more likely to be a model for the students, and can help students to produce positive attitudes toward computers use. In other words, it has become one of the most powerful means of education development. Most importnantly, computer technology can help educators design and adjust curriculum and lessons to fit the specific needs of a class in real time, also can provide teachers with immediate feedback about student comprehension of the lessons they are teaching (Willis, 2006). Thus, the introduction of technology resources into teaching and learning process promises to create opportunities for enhancing students’ learning and teachers’ teaching.