Determinants of ICTS Influence on Literacy and Culture

Description

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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.

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.

Introduction

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.

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).

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