Impediments to good computing practice: Some gender issues

Abstract

This paper describes a study of impediments to teachers' uptake of new information technologies in the classroom. The sample consisted of one hundred computer using teachers in secondary schools in the state of Victoria, Australia. The analysis of data collected focused on gender issues in educational computing, physical and environmental impediments, environmental and social problems, human resource problems, and teachers' perceptions of collegiate help and self-knowledge. In general, the results show that although in recent years barriers to the integration of computers have lessened for most teachers, significant barriers remain, e.g. lack of access, funds, knowledge and time. The findings point to the failure of schools in providing the many layers of support needed to foster continued development, experimentation and widespread implementation of computers in educational settings.