Making a case for modifying the technology acceptance model to account for limited accessibility in developing countries

Abstract

Globalization presents opportunities and challenges for developing regions such as sub-Saharan Africa as they seek to improve their levels of socioeconomic development. Processes of globalization increasingly depend upon information and communication technologies (ICTs), and these normally need modifications to fit local contexts. This requires that processes that affect interactions between global, regional, and local levels need to be understood. It appears reasonable to conjecture that understanding the roles or effects of socioeconomic and cultural factors (among others) would lead to more effective ICT policies for sustainable development at regional and local levels. Drawing on Sen's capability theory of human development, a modified version of the Technology Acceptance Model (TAM) is presented, and validated by analyzing survey data gathered in two sub-Saharan African countries, although no claim is made as to the model's generalizability. Some diagnostics and prescriptions for how to effect sustainable technology adoption and development across the region to enhance human capabilities are then presented. C 2006 Wiley Periodicals, Inc.

The State of Green Technologies in South Africa

“…carbon emissions tax for vehicles), government-regulated minimum costs, and raising disposal costs. Following Musa (2006), government also has a role to play in ensuring the right type of socio-political environment (i.e. increased employment, poverty reduction, etc.)…”

“…Musa's extension of the Technology Acceptance Model (Musa, 2006;p. 217) 234 Barriers to green technology uptake in business 155 Table 7.3:…”

Understanding learner attitudes towards the use of tablets in a blended learning classroom

“…At present, the findings regarding the ability of ET to improve learning are mixed, with this field being continuously investigated. While it is logical that the first step in technology acceptance is access to technology, Musa (2006) argues that the value that individuals attach to a technology is of utmost importance in determining how the technology will be received and used. Studies have noted the significance of considering both teacher and learner attitudes toward ET, in order to determine the success of how it has been and should be implemented (Aesaert & van Braak, 2014;Bovée, Voogt, & Meelissen, 2007).…”

Critical Themes of Process Assessment in Rural ICT4D Projects: An Analysis of Assessment Approaches

“…However, these tools are not inherently good or bad, and the outcome of their application depends on how they are employed (UNDP, 2001). Numerous failed ICT4D projects have induced debates and growing scepticism about whether or not ICTs do support rural development (Musa, 2006;Tacchi et al, 2003). Thus, the evaluation of ICT4D projects is indispensable, considering that ICT4D is at best a "working hypothesis", with many unanswered questions about its capabilities to support development activities (Moodley, 2005).…”