Student teachers’ perceptions about the impact of internet usage on their learning and jobs
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Gender did not lead to bias in this survey because women are the majority of practitioners in the social sciences, especially in education.
“Considering the predominance of female participants in this study, gender did not lead to bias in this survey, as women are the majority of practitioners in the social sciences, especially in education [56].”
From Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis (2022) · cites this paper as [56]
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- Authors
- Gialamas, V., Nikolopoulou, K., & Koutromanos, G.
- Affiliations
- National and Kapodistrian University of Athens (GR)
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2013-03
- Volume
- 62
- Pages
- 1-7
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2069838710
- Cited by
- 65
- References
- 26
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 1 · 2023: 7 · 2022: 9 · 2021: 8 · 2020: 4 · 2019: 8 · 2018: 3 · 2017: 6 · 2016: 2 · 2015: 6 · 2014: 3
- FWCI
- 7.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Computers in Education
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Social Sciences › Sociology and Political Science › Education and Digital Technologies
- Social Sciences › Gender Studies › Gender and Technology in Education
- Keywords
- internet use, pre-service teachers, teacher professional development, digital skills, digital experience, early childhood education, primary education, online learning, teacher education curriculum
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