Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Abdurrahman Ghaleb Almekhlafi, Sadiq Abdulwahed Ismail, Mohamed Hatem Al-Mekhlafy


Today, educators and policy makers are paying increasing attention to the integration of educational technology in K-12 schools to promote better learning outcomes. Research has recently indicated that integrating technology into the curriculum promotes not only stimulating curricula based on real world problems and tools, but it also expands opportunities for successful teaching and learning. Teachers have found technology to be a motivating and appealing tool in their classes, particularly when it comes to teaching languages. However, investigating the differences between male and female teachers pertaining to technology integration strategies and applications has not received enough attention, particularly in elementary schools in the United Arab Emirates (UAE). The purpose of this study was to investigate the differences between male-female teachers’ technology integration in elementary schools in the UAE. A Questionnaire and focus group interviews were used as the two main tools for data collection. Results show some significant differences between male and female teachers in the strategies and intensity of technology integration in their classes. Both quantitative and qualitative results show that teachers perceived technology as a tool for promoting language teaching and learning. Recommendations for successful technology integration were highlighted at the end of the study. Suggestions for conducting further studies were also discussed.

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