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Technology Acceptance and Disadvantaged Students – The Role of Culture
PROCEEDINGS

, University of Limpopo, South Africa

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The overwhelming majority of students entering University of Limpopo in South Africa come from a homogenous cultural background and have not had any exposure to ICTs (computers) when they first start their education. This study examined the level of such students’ ICT use and the extent that it was influenced by their cultural background. It then examined the instances where academic performance could be attributed to ICT use. While the role of technology was clearly found to be of vital importance, its impact on academic performance was manifested only when ICT use is encouraged through academic programs. In particular, the use of the Internet, email and online search were found to influence academic performance when encouraged by the academic community. The study showed that a key source for the high level of interest in technology came from students’ cultural background.

Citation

Rahimi, F. (2013). Technology Acceptance and Disadvantaged Students – The Role of Culture. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2514-2523). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 27, 2020 from .

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