The relationship between the utilization of audiovisual equipment and both sex and gender of elementary classroom teacher

A very high percentage of Elementary Classrom Teachers are female. The biological differences of teacher sex (male/female) has been investigated only sparsely in relation to audiovisual equipment utilization. Prior research suggest the psychological factors of sex, gender (masculinity/femininity), may provide the differentiation to identify teacher utilization of audiovisual equipment.;The primary purpose of this study was to determine if there is a relationship between the use of contemporary technological devices by elementary school teachers, the utilization of audiovisual equipment in the elementary classroom, elementary school teacher self-perception of audiovisual utilization and both the sex (male/female) and gender (masculinity/femininity) of the elementary classroom teacher.;The population consisted of 88 elementary classroom teachers from six (6) elementary schools of the Pennridge School District, Perkasie, Pennsylvania. The population of 88 classroom teachers consisted of 16 males and 72 females by sex and 20 masculine and 68 feminine teachers by gender.;The data collection devices consisted of 4 instruments. The Bem Sex-Role Inventory was used to determine gender, and the remaining instruments were constructed by the researcher to determine teachers audiovisual equipment use in the classroom, teacher self-perception of audiovisual equipment use and use of technology outside the classroom.;The analysis revealed significant differences between sex and gender of the elementary classroom teacher and further, that sex groups, male and female, and gender groups, masculine and feminine tend to use different amounts of contemporary devices in their daily lives. Males tend to use more equipment more often, females tend to use less equipment less often. Gender appears to be a stronger predictor of teacher use of contemporary technological devices than sex with masculine using more and feminine using less. The data did not support a difference between groups in their classroom use of audiovisual equipment. Also, teacher self-perception of audiovisual equipment use and actual use of audiovisual equipment in the classroom tend to be the same.