The relevant social group analysis of the SCOT theory for gender differences among Teacher Education students’ attitude towards Internet use for their learning potentials
Dr. Sandeep Kaur Sandhu, Teaching Associate, Faculty of Education, Monash University, Email: firstname.lastname@example.org
Damanjeet Singh, Associate Lecturer, Desh Bhagat College of Education, Punjabi University, Patiala, India Email: email@example.com
Different social groups use technologies and interpret the meaning of technology accordingly, depending on their interactions with the technology. The interpretations about the technology enable manufacturers to focus on the advantages/disadvantages of the technology that result in new and improved technology. An understanding of relevant social groups is essential to understanding a particular technology. In this study, the relevant social group factor of the Social Construction of Technology (SCOT) theory was used to examine the relationship between gender differences and Teacher Education students’ attitude towards Internet use for their learning potential. The quantitative research methods were used in this study and survey was employed for data collection process. The sample consists 1092 Teacher education students from India and results revealed there is a significant gender differences among teacher education students in using the Internet for learning potentials.
Teacher Education, The Internet, Gender, The SCOT theory, Attitude