Gender and teaching experience disparities in information and communication technology integration in early childhood education

Abstract

This study explores disparities in information and communication technology (ICT) integration in Ghanaian early childhood education (ECE) taking into account gender and years of teaching experience. The study aims at understanding how these factors influence teachers’ confidence and frequency in using ICT tools. The cross-sectional design and quantitative research methodology were employed to analyse data from 49 teacher-respondents from both public and private schools using a standardised questionnaire. Teacher-respondents represented a diverse socioeconomic backgrounds and ICT proficiency levels. Our findings confirmed that no gender is innately more equipped to integrate ICT into the classroom but instead, given equal opportunities and the needed support both male and female teachers successfully perform. Again, we found that years of teaching experience did not influence ICT integration in ECE, rather, it highlighted the need for tailored professional development and support. Researchers recommend that teacher training programmes should enhance ICT-focused professional development and mentorship to ensure all educators, regardless of gender or experience, are confident and competent in using classroom technology.