Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement
Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch
Abstract
Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers’ (PST) self-assessed digital technology literacy, attitudes, self-efficacy, and engagement in online learning. It also explores how these aspects relate to their gender, age, and learning mode. A total of 110 first year PSTs responded to an online survey consisting of Likert scale questions and demographic information. These PSTs can access various study options, including online, on-campus, and a mixture of both. First, a series of one-way analyses of variance was conducted to evaluate the relationship between age range, gender, mode of study and the different constructs. Next, Post Hoc tests were conducted to evaluate pairwise differences among the significant means. The study found significant differences in PSTs’ digital literacy based on gender, attitude, and engagement in online learning. It suggests that teacher education should adopt tailored strategies to address these technology skill gaps. Personalised support for PSTs could improve their digital literacy and confidence in using technology for teaching. The implications for course and programme design in teacher education are also explored.