Developing ICT adoption model based on the perceived awareness and perceived usefulness of technology among telecom users

Abstract

Current study aims to develop an ICT adoption model based on the perceived awareness, perceived usefulness and intention to use ICT. Researcher has measured the opinions of the telecom users towards ICT using a well-structured questionnaire, distributed to 1080 telecom users equally from rural and urban areas of the North and Central India. It was found from the study that the ICT is useful for acquiring information, entertainment, safety and security, maintaining e-repository, managing digital money & payments and for skill or knowledge enhancement. ICT adoption model developed in the study suggests that perceived awareness and perceived usefulness both are significant predictors of the intention to use ICT. Further, the model shows that the area and generation gap both are significant predictors of the ICT adoption. The study is limited to telecom users only and geographical area of the survey is limited to North and Central India.

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

“…In the educational field, the inclusion of ICTs in society has had a full influence on teaching and learning processes [3], encouraging teachers to benefit increasingly from their potential [4], reported from the perspective of teachers and students themselves [5]. Specifically, educational technology promotes improved motivation, access to a variety of educational resources [6], as well as a greater attitude among students [7] who value and welcome active methodologies with an innovative character [8]. In this sense, it can be determined that ICTs have gone from being a simple support tool in learning spaces [9] to becoming an inseparable part of today's pedagogical processes [10], generating the appearance of new training environments [11] and new learning experiences [12].…”

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“…Research has shown that students learn better in their different subjects if they use technology (Perienen, 2020). ICTs have become an important tool in maintaining a conducive learning environment with such tools as collaborative platforms, discussion boards, problem-solving capabilities, online support for students, all of which support students' understanding and cognitive growth (Sharma, 2020). Another important role of technology among students is its gigantic contribution to knowledge acquisition, content assimilation, and understanding (Perienen, 2020).…”

“…Many scholars are advocating for the skilling of staff and students in the use of (ICTs) for teaching and learning purposes in line with global trends (Charalambidis, 2014;Mabunda, 2010;Perienen, 2020;Pretorius & Hattingh, 2017;Rana et al, 2020;Sharma, 2020) However, despite the important role that ICTs play in students' careers, access to these technologies for many of them is a great challenge, especially in developing countries (Avgerou, Hayes, & La Rovere, 2016;James, 2005;Lwoga & Sangeda, 2019). This limits the use and appropriation of technology in HE creating different forms of the digital divide (James, 2005;Reynolds et al, 2019;Sharma, 2020). Concrete opportunities, encouragement, and support thus still need to be developed to improve the utilisation of technology by students in HE.…”

“…Many sectors in society have to some extent, harness ICTs in their day-to-day activities to smoothen their operations (Roztocki, Soja, & Weistroffer, 2019). The education discipline has been encouraged to use ICTs for teaching and learning purposes and implant such skills on 21st-century students, especially in the early days of their academic careers (Charalambidis, 2014;Rana, Greenwood, & Fox-Turnbull, 2020;Sharma, 2020). Many Higher Education Institutions (HIEs) have put a mandatory introductory course in Information Communication Technologies in their curricula to augment calls for IT diffusion in society (Mabunda, 2010).…”

Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts

“…From the institutional perspective, teacher training is a fundamental pillar for the inclusion of ICT in schools to be truly successful and generate significant learning. This vision implies a radical change in teaching practice [11,12], making teachers the guides of the teaching-learning process [13] and developing a series of technopedagogical skills to be able to use ICT in the classroom [14][15][16]. This change requires the support of educational administrations to apply policies that promote the inclusion of ICT in training spaces [17] and allow for a response to the prevailing digital culture.…”