Article
Digital skills and gender equality: perceptions among primary school teachers
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189% of primary school teachers perceive themselves as digitally competent to teach, but 17% of them do not use their skills to provide instruction in differentiated contexts and resources.
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254% of primary school teachers already had experience of using a diverse set of pedagogical practices based on the use of digital resources. The most used and most effective are those that are associated with the principle of differentiation and inclusion. Graded assessment practices are the least used and the least effective.
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3The digital skills of 67% of primary school teachers enable them to promote activities that make use of digital basic tools.
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494% of primary teachers claimed that they did not notice differences between boys and girls in the way they execute activities that use digital resources.
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5The 143 primary school teachers that did notice differences between boys and girls in terms of the use they make of their digital skills, more frequently propose activities that favour boys.

There is a clear difference between the digital skills that teachers recognise that they have and mobilise to work in a differentiated way with their pupils, and the lesser use that they make of them to work differently with boys and girls.