Determinants of ICTS Influence on Literacy and Culture

Filed in Articles by on January 7, 2023

ABSTRACT

Integrating technology into the educational sector is progressively influenced by different multicultural settings across the world.

Accordingly, this research employed a modified Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate how culture directly affects the acceptance of ICT in education.

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This study focused on the Hausa-Fulani cultural group in Jimeta-Yola, questionnaires were administered to gather data (quantitative approach) which was analyzed using smart PLS.

The gathered data uncovered the presence of cultural barriers amongst the selected sample towards the acceptance of ICT in education.

Findings indicated that culture directly affects acceptance of ICT in education within Jimeta- Yola area of Adamawa State. The research concludes by providing recommendations for research and practice.

INTRODUCTION

Background of Study

The world as we know it today continues to rapidly evolve with the impact of the digital age across various sectors (educational, personal, business, social, professional, etc.) as we navigate through our daily interactions in the new age.

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One of such remarkable impacts of technology in this new millennium is the progressive growth in the educational sector spurred by the integration of Information and Communications Technology (Apena, 2012).

Thus, within this period, ICT is considered among the essential constructs of the present progressive societies and thus, leading numerous countries to its adoption (UNESCO, 2002).

People are becoming more skilled in using ICT as a tool for enhancing essential education as supporters of ICT advocate that, as the rapid development and use of technology increases daily, technology knowledge will become a necessity in education, work, community and private activities (Erumban & de Jong, 2006).

Consequently, people from different cultural backgrounds would support ICT and its application would slowly and gradually be implanted into day-to-day operations.

Technology continues to spread across the globe leading millions of people to appreciate and adopt its use in their daily operations.

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REFERENCES

Ajzen, I., & Fishbein, M. (1980). Theory of Reasoned Action. Social Psychology. https://doi.org/10.4135/9781483346427.n552
Alawadhi, S., & Morris, A. (2008). The use of the UTAUT model in the adoption of e- government services in Kuwait. In Proceedings of the Annual Hawaii International Conference on System Sciences. https://doi.org/10.1109/HICSS.2008.452
Apena, T. T. . (2012). Information and Communication Technology and Open Distance Learning, Impact and Challenges. International Journal of Social Sciences & Education, 2(1), 440–446. 
Baartman, L. K. J., & De Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review. https://doi.org/10.1016/j.edurev.2011.03.001
Bryman, A. (2007). Barriers to Integrating Quantitative and Qualitative Research. Journal of Mixed Methods Research, 1(1), 8–22. https://doi.org/10.1177/2345678906290531
Bryman, A., & Bell, E. (2007). Business Research Methods. Social Research. https://doi.org/10.4135/9780857028044

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