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rn to adopt technology to increase quality of learning especially as they are more experienced. The above results showed that working experience is not an obstruction towards the use of technology in class and that educators with a higher working experience can be keen to use technology. This negates the wrong notion that those with greater working experience are hesitant to apply technology as a support in learning and teaching. We, therefore, deduce that the willingness to use technology is independent on the years of working experience.

2) Gender differences in Teacher Computer Acceptance

2.1 Level of confidence

Based on the survey conducted by Parker &Leonie 2002, Haynie 2003, Weber & Custer 2005, it was found that female teachers are field dependent and technophobia while male teachers being field independent and prefer application of media to instruction.

Table 3. Confidence level of participants with respect to gender

From the Table 3, the following statements can be deduced :

Both male and female are found to have an almost similar ratio of 134: 140 and 164 : 171, respectively towards confidence level of acceptance in the use of technology.

H0 : Confidence to use technology is independent upon gender

H1 : Confidence to use technology is dependent upon gender

Using the Chi-Square value = 0.957, p= 0.620 >5%, We conclude that at a 5% level of significance, there is no link between confidence to use technology and gender, therefore we accept H0. With Cramer’s V = 0.055 out of a possible maximum of 1, we can confirm this disassociation between confidence to use technology and gender. Our findings contradict the results previously undertaken by Parker &Leonie 2002, Haynie 2003, Weber & Custer 2005. The results also oppose the study conducted by Russell & Bradley (1997), that teacher’s lack of confidence in their ability to use computer in the classroom is likely to be related at least in part to their training and professional development. From our analysis, we have found out that, 112 out of 155 (72.3%) males and 157 out of 217 (72.4%) female are computer-trained. We hereby deduce that confidence to use technology is independent upon gender.

2.2 Willingness level according to gender

Based on the survey conducted by Young (2000) , he found that there is a significant gender differences in computer acceptance where male domain scale showed that male were more likely to have affirmed computers as a masculine area.

From the above table, the following statements can be deduced:

5 out of 154 males and 34 out 217 females are not willing to use technology in classroom. Despite both male and female are found to be confident to use technology, there is a disparity with the findings with respect to willingness.

H0 : There is no relationship between gender and willingness towards usage of technology.

H1 : There is a relationship between gender and willingness towards usage of technology.

Using the Chi-Square value = 14.774, p= 0.000<5%, We conclude that at a 5% level of significance, there is an association between willingness to use technology