Bridging Digital Divide in Schools in Developing Countries: Perceptions of Teachers of Free Software Opportunities

Laugasson, Edmund; Quaicoe, James Sunney; Jeladze, Eka; Jesmin, Triinu

doi:10.1007/978-3-319-39483-1_63

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Several studies criticized TAM's predictions of users' behaviour in the IT context (Chuttur, 2009;Laugasson et al, 2016;Napitupulu, 2017). According to these authors, the model is unsuitable or insufficient to explain the human behaviour relating to the intention to use IT.…”

Section: Use Of Information Technologymentioning

confidence: 99%

Acceptance and use of information technology: context of Portuguese universities

Pinho

Franco

Mendes

2020

ILS

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Purpose Based on the technology acceptance model (TAM), this study aims to determine the influence of personality traits on the acceptance and usage of Web portals in Portuguese universities. Design/methodology/approach To this end, a quantitative study was conducted using structural equation modelling and a structured questionnaire, directed to teaching and non-teaching staff in Portuguese universities. Findings The results obtained from 338 valid responses indicate a positive influence between personality traits and the use of Web portals. Practical implications The study emphasizes the importance of usefulness and ease of use of Portuguese universities’ Web portals. It contributes to developing the literature about the process of information technology (IT) acceptance and use and users’ personality traits. Originality/value This study is innovative by contributing to the theory of personality traits and TAM in the context of Portuguese universities. The results reinforce the literature on TAM and the big five model, and on IT and Web portals in particular, which has been little explored in the academic context.

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Section: Use Of Information Technologymentioning

confidence: 99%

Acceptance and use of information technology: context of Portuguese universities

Pinho

Franco

Mendes

2020

ILS

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“…Although there is consensus in the specialized discussion ( Ivie et al, 2020 ; Kardefelt-Winther et al, 2020 ; Young et al, 2020 ) that the different apparently contradictory results reflect that the phenomenon has not yet been sufficiently studied ( Przybylski and Weinstein, 2017 ; Orben and Przybylski, 2019 ; Young et al, 2020 ), it is necessary to consider that there are sociocultural, technological, and economic differences at country level that are not being taken into account ( Diener et al, 2018 ) in the study of the relationship between digital technologies and subjective well-being. This first-world bias could be one of the multiple causes that explain the difficulty of obtaining conclusions that can be generalized to broader realities, especially to less economically and digitally developed regions ( Laugasson et al, 2016 ; Donoso et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

et al. 2021

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Subjective well-being is a broad category of phenomena that includes people’s emotional responses, domain satisfactions, and global judgments of life satisfaction. This research investigates how schoolchildren’s subjective well-being is affected by the different types of technology use, in personal contexts, and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are as follows: (1) the use of the Internet affects the subjective well-being of schoolchildren negatively only when this use is problematic and (2) the effect on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents (2,579 cases), distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet for a year. The different uses of the Internet were measured using frequency scales by type of activity (social, recreational, and educational). Problematic use scale measured the perception of negative consequences of the intensity of Internet use on a daily basis. Subjective well-being was measured by the Personal Well-Being Index-School Children (PWI-SC). Subsequently, for analytical purposes, three simple mediation models were created, whose dependent variable was PWI-SC, while its independent variables were Internet use scales differentiated by purpose (social, recreational, and educational) and problematic use as a mediating variable, as well as attributes of the subjects and their social environment, which were incorporated as control variables. The main results show that only if Internet use is expressed as problematic does it negatively affect subjective well-being. On the contrary, when the use of the Internet is not problematic, the effect is positive and even greater than the simple effect (without mediation) between these two variables. This finding is relevant, since it allows us to provide evidence that suggests that, when studying the effect that the intensity of the Internet, firstly, one must consider the mediating effect exerted by the network’s problematic use and, secondly, that not all types of use have the same impact. Therefore, it is useful to enrich the discussion on subjective well-being and social integration of schoolchildren in the digital age.

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“…Previous research has highlighted TAM's inadequacies in addressing the link between technology and actual adoption and use of technology (Hai & Kazmi, 2015;Lim et al, 2016). Among these limitations, Laugasson et al (2016) held that when using open-source software, especially in schools in developing countries, TAM is not particularly relevant as a research framework to predict and explain the acceptance and use of technology. One argument is that the TAM model's "ease of use" and "usefulness" may not have been the most influential factors (Laugasson et al, 2016).…”

Section: Social Influencementioning

confidence: 99%

“…Among these limitations, Laugasson et al (2016) held that when using open-source software, especially in schools in developing countries, TAM is not particularly relevant as a research framework to predict and explain the acceptance and use of technology. One argument is that the TAM model's "ease of use" and "usefulness" may not have been the most influential factors (Laugasson et al, 2016). This is because the technology adopted at a particular time can easily and conveniently be replaced by another free and opensource technology.…”

Section: Social Influencementioning

confidence: 99%

Exploring University Students’ Online Learning Readiness: A Mixed Methods Study of Forced Online Learning

Loi,

Lim,

Mohd Suki

et al. 2024

JLE

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Background: Despite the advancement achieved in previous research into online learning, few studies have used both quantitative and qualitative data to examine how students’ readiness to learn online is affected by three different external factors, comprising (i) the degrees to which technology is available to students, (ii) the support provided by the institutions of learning, and (iii) the social influence affecting the students engaged in forced online learning in a pandemic situation. Purpose: To fill this research gap, this study explored university students’ forced online learning readiness in relation to technological accessibility, institutional support and social influence during a pandemic, in an attempt to furnish insights into how educators can maximize the benefits of adopting online learning methods. Method: A mixed methods research design was employed in this study. Quantitative data, elicited via self-administered questionnaires completed by 211 participants, was analyzed using the frequencies, means, standard deviations and Pearson correlation analysis involving the Statistical Package for the Social Sciences (SPSS) software version 27. Qualitative data, elicited via 11 open-ended questions posed to 41 students through in-depth interviews, was then studied using a thematic analysis of the participants’ feedback concerning the three constructs in online learning. Results: Our quantitative analysis showed that institutional support had the strongest positive correlation with online learning readiness, and this was followed by technology accessibility and social influence in relation to students’ readiness to learn online. Qualitative findings further indicated that students were largely concerned about Internet accessibility and the setting where their roles were restricted to being mere listeners in online sessions. Apart from being apprehensive about excessive online assignments, students also acknowledged that their online interactions were influenced by their friends and family members, and they would prefer practical work that could inspire them to reflect and engage actively with the course material given during the pandemic. Conclusion: While lecturers can make online classes more interactive and discussion-generative, university administrators need to aptly facilitate their institution’s transition to the forced online learning mode, moderate social influence, improve the learning management system, and provide training to teachers and students on the use of emerging technology.

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Bridging Digital Divide in Schools in Developing Countries: Perceptions of Teachers of Free Software Opportunities

Cited by 8 publications

References 9 publications

Acceptance and use of information technology: context of Portuguese universities

Acceptance and use of information technology: context of Portuguese universities

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

Exploring University Students’ Online Learning Readiness: A Mixed Methods Study of Forced Online Learning

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