TY - GEN
T1 - Conceptualizing Factors that Influence Learners’ Intention to Adopt ICT for Learning in Rural Schools in Developing Countries
AU - Mhlana, Siphe
AU - Chipangura, Baldreck
AU - Twinomurinzi, Hossana
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2022
Y1 - 2022
N2 - Despite the positive contribution of Information and Communication Technologies (ICT) to learning outcomes in education, its adoption, integration, and use remain a challenge for rural school learners in developing countries. To understand why ICT adoption by rural school learners has been slow, a systematic literature analysis was undertaken in this study. An analysis of twenty-nine peer reviewed and published papers selected from five electronic databases was conducted to identify the key factors that influence rural school learners’ adoption patterns. The findings revealed the key factors as ICT infrastructure, technical support, access to resources, and social influence. Deductively, infrastructure was found to have a direct obstruction and negative consequences on the adoption of ICT technologies in learning. The findings are valuable for illustrating factors that affect the adoption of ICT technologies by rural learners in developing countries. The results inform educational policy strategies for providing rural schools with infrastructure and resources that promote the use of ICT in learning. Providing ICT infrastructure is fundamental to rural schools, especially in this era where the COVID-19 pandemic has made it compulsory for learners to adopt online learning.
AB - Despite the positive contribution of Information and Communication Technologies (ICT) to learning outcomes in education, its adoption, integration, and use remain a challenge for rural school learners in developing countries. To understand why ICT adoption by rural school learners has been slow, a systematic literature analysis was undertaken in this study. An analysis of twenty-nine peer reviewed and published papers selected from five electronic databases was conducted to identify the key factors that influence rural school learners’ adoption patterns. The findings revealed the key factors as ICT infrastructure, technical support, access to resources, and social influence. Deductively, infrastructure was found to have a direct obstruction and negative consequences on the adoption of ICT technologies in learning. The findings are valuable for illustrating factors that affect the adoption of ICT technologies by rural learners in developing countries. The results inform educational policy strategies for providing rural schools with infrastructure and resources that promote the use of ICT in learning. Providing ICT infrastructure is fundamental to rural schools, especially in this era where the COVID-19 pandemic has made it compulsory for learners to adopt online learning.
KW - Adoption
KW - Developing countries
KW - ICT
KW - Learner intention
KW - Secondary schools
UR - http://www.scopus.com/inward/record.url?scp=85116022630&partnerID=8YFLogxK
U2 - 10.1007/978-981-16-2380-6_34
DO - 10.1007/978-981-16-2380-6_34
M3 - Conference contribution
AN - SCOPUS:85116022630
SN - 9789811623790
T3 - Lecture Notes in Networks and Systems
SP - 391
EP - 401
BT - Proceedings of 6th International Congress on Information and Communication Technology, ICICT 2021
A2 - Yang, Xin-She
A2 - Sherratt, Simon
A2 - Dey, Nilanjan
A2 - Joshi, Amit
PB - Springer Science and Business Media Deutschland GmbH
T2 - 6th International Congress on Information and Communication Technology, ICICT 2021
Y2 - 25 February 2021 through 26 February 2021
ER -