Exploring differences in trainee teachers ICT literacy: Does gender matter?

Gender differences in self-reported ICT experience and ICT literacy among first year graduate trainee teachers are investigated. Dynamic model of ICT literacy is employed. Three main components of aspiring teachers’ ICT literacy are covered: (1) present general problem-solving and technical ICT capabilities; (2) situational and longitudinal sustainability; and (3) transferability of ICT capabilities into future professional domain. No significant differences were found between females and males previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females technical ICT capabilities and situational and longitudinal sustainability were observed. Males’ scores were higher. In the regression analysis, when the impact of the background and ICT experience variables was controlled, gender failed to be a significant predictor of the sustainability scores. However, it remained a significant predictor of some trainee teachers’ scores, related to their technical ICT capabilities.