Information And Communication Technology Acceptance Research Articles

Exploring ICT-based learning adoption in higher education: An extended perspective of the technology acceptance model

This article analyses the self-perception of digital technology learning competence among engineering and science students. The use of information and communication technologies (ICT) is now considered highly essential in higher education. Today's higher education institutions (HEIs) seldom employ traditional methods of instruction; instead, sophisticated ICT is starting to emerge as a feasible paradigm for fundamental change. To this end, Pakistan's Higher Education Commission (HEC) has heavily invested in technology in the education sector and initiated several programs. The ramifications of ICT utilization on the environment, student academic performance, and capabilities remain ambiguous. In delving into how students embrace and utilize ICT systems for learning in HEIs, researchers felt the need to grasp the factors that influence students' acceptance and utilization of ICT skills through the lens of the Extended Technology Acceptance Model (TAM). This study develops an exclusive conceptual model by incorporating TAM with a set of latent variables identified in the available literature: interest, ICT self-efficacy, economic cost, and performance expectancy. The adapted TAM model developed in this study considers the influence of these variables on students’ ICT acceptance and its impact on academic performance in emerging countries. As part of this study, reports on the development of instruments and validation in the research field were managed using a cross-sectional survey method and SPSS-22 and Smart PLS-4 software. In addition, association rule mining applied in demographic data. A sample of 69 students was randomly selected from three universities representing engineering, medical, and general HEIs in the Sindh province. Though the sample size was small, it showcases that the reliability of the scales is within an acceptable range and can be used to test the main study hypotheses. A conceptual framework model is introduced to offer a comprehensive framework derived from the amalgamation of various acceptance and usage models of technology. The results demonstrate that the survey items are appropriate and suitable for further research.

ICT Education and Determinants of Acceptance Amongst Smallholder Farmers in Mbombela, South Africa

The study was carried out in Mbombela District, Mpumalanga, South Africa. The study aimed to assess selected farmers' acceptance of information and communication technology (ICTs). The study used a quantitative approach. Probability sampling was used as a quantitative approach. Random sampling was used, and 285 samples were sampled from a sampling frame of 380 farmers in the study area. Structured and semi-structured questionnaires were used to elicit necessary information from respondents, while focus group discussions were employed to validate in-depth responses. The binary logistics regression was used to determine significant variables that influence the acceptance of ICT. The results showed that the most accessible ICT tools to farmers were radio, mobile phones, and television. However, contemporary ICT tools such as the internet and flash drives were rarely accessible to the respondents. The study also found that demographic variables such as age (P< 0.000), level of education (P< 0.020), household size (P< 0.053), ICT support (P< 0.014) and extension services ( P< 0.019) were the explanatory variables that affect the acceptance of ICT. Logistics regression results reveal that some variables were significant and positively related to the acceptance of ICT. The paper concludes that the effective application of ICT provides farmers with greater access to information and knowledge, which helps improve their production process.

ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

PurposeThis study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).Design/methodology/approachA structured questionnaire was used to gather data for this quantitative study from 225 SHFs. Structural equation modelling was done to test the hypotheses.FindingsThe findings established that tool adoption dimensions (Information and communication technologies (ICT) acceptance, language use and information culture) positively and significantly influenced information literacy. Information culture had the strongest impact.Research limitations/implicationsThe study enriches the situated learning theory (SLT) literature by introducing tool adoption as a predictor of information literacy in a new context of SHFs. Use of tools as independent variables is a positive deviation from previous studies that have used them as mediating variables. Despite the contributions, the cross-sectional design study undermines the ability to solicit more detailed perspectives from the lived in experience of the respondents.Practical implicationsManagers should promote usage of context-specific tools like local radio stations and mobile phones, but also use language tailored to farmer contexts when disseminating information. Policymakers should leverage on social and cultural settings when designing information interventions.Social implicationsThe study highlights critical factors that significantly promote information use for improved productivity for SHFs, cumulatively increasing the country’s gross domestic product (GDP). Socially, findings may reduce on their poverty levels of farmers.Originality/valueThis study offers a novel perspective in information literacy domain by using the SLT to delineate contextual tools that are paramount in predicting of information literacy in an under research informal context of SHFs.

Strategy for adoption of information and communication technology in the development of small and medium enterprises in the emerging market

Small and medium enterprises (SMEs) play a crucial part in the Indian economy. However, SMEs in India are currently operating in a highly competitive environment (Rajamani et al., 2022). Information and communication technology (ICT) can be intended in helping SMEs to become more competitive. The aim of this research is to develop a strategy for the adoption of ICT in SMEs of India. In empirical research methodology, variables are identified, through literature review, that impact ICT acceptance in SMEs and based on this a research model is developed. Then hypotheses are formulated on the basis of identified variables and data is gathered to test these hypotheses. The value of the path coefficient has been used to prioritize the identified variables. The key result highlights that seven of the eleven hypotheses for ICT adoption in SMEs are being accepted and, a validated model for ICT adoption in SMEs is developed. The relevance of the study is that the evolved model can be used to predict higher rates of ICT adoption in SMEs, which fuels the expansion of businesses. Thus, different strategies are recommended for entrepreneurs and the government for the adoption of ICT in SMEs in India, which will help in the growth of SMEs.

Acceptance of Information and Communication Technology and Its Related Factors among Older Adults; a Cross-Sectional Study in Iran

Introduction: Given the increasing elderly population and the decreasing role of families in elderly care, the use of up-to-date technologies by older adults will become increasingly important in helping them live healthier and better lives. This study aimed to determine the acceptance of information and communication technology (ICT) by older adults and related factors in Yazd city, Iran.
 
 Methods: This cross-sectional study was conducted in 2022 with the participation of 360 older adults aged over 60 years from comprehensive health care centers in Yazd city, Iran. Participants were selected using a multi-stage random sampling method. Data were collected using a demographic information questionnaire and an Information and Communication Technology Acceptance Questionnaire completed by interview. Data were analyzed using descriptive indices, independent two-sample t-tests, one-way analysis of variance, and regression by SPSS.
 
 Results: The ICT acceptance rate among older adults was 22.5%. The highest mean score was related to the dimension of perceived usefulness (15.37). The most significant barriers to ICT acceptance were lack of interest (48.6%), lack of sufficient skills (46.4%), and lack of perceived need (45.3%). The regression results showed that age, level of education, smartphone use, and time spent on technology tools were predictors of ICT acceptance by older adults, accounting for 82% of the variance in ICT acceptance.
 
 Conclusion: Given the low level of technology acceptance among older adults in Yazd city and the need to learn and use ICT to meet their individual, social, health, and medical needs, as well as to live a more independent life and save time and costs, providing older adults with the opportunity to become familiar with technology is essential.

Taking Gerschenkron to the Field: Attitudes towards Digitalization Hopes and Fears about the Future of Work in Ghana

Information and Communication Technologies (ICTs) bring many hopes for development. But there are also fears arising, particularly when they affect the future of work. While there are many studies on public opinion about how ICT will shape work in OECD countries, we find much less research in developing countries in which labor markets work very differently. We present evidence from a field survey with an experimental component in Ghana. We show that, while hopes are much more pronounced than in advanced economies, opinions also change once people are exposed to new types of information. Using a ‘text as data’ approach, we also investigate reasons that explain the differences in attitudes and what people associate with digitalization. We conclude that, in Ghana, especially semi-formal, self-employed people hope that new technologies will allow them to leapfrog old ones that have historically been marred by market and government failures. Compared to developed countries, it is rather some of the higher educated to whom the negative consequences also have relevance. Our findings have broader implications for the acceptance and use of ICT and the future of work in developing countries.

Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication

The incorporation of digital technology in education represents a substantial transformation in the realm of academia. In the present day, with new technology being readily available to both educators and students, educational institutions encourage their students to embrace it, enabling students facing geographical constraints to easily continue their education through internet-based learning. The primary objective of this study is to investigate the viewpoints of undergraduate students in the field of mass communication concerning the integration of Information and Communication Technology (ICT) in the UAE. Based on a Technology Acceptance Model (TAM), the data were gathered using structured questionnaires. Results revealed that knowledge sharing and accessibility are significant factors affecting the perceived ease of use and perceived usefulness among the undergraduate students. Further, perceived ease of use significantly affects perceived usefulness. Finally, both perceived ease of use and perceived usefulness remained as significant factors regarding ICT acceptance among the Emirati students. It is concluded that educational institutions must invest significantly in robust IT infrastructure. This step ensures that e-learning experiences are seamless and accessible to all students. Further, to address some students’ connectivity challenges, offering alternative access options or providing offline resources can be beneficial. Finally, the practical implications and limitations are discussed.

The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

The advantages of using information and communication technology (ICT) in English as a Foreign Language (EFL) teaching and learning have been well documented in research studies. The international trend and Chinese national policies on education both call for EFL teachers to effectively integrate ICT into their teaching. However, only a few studies have explored the challenges of ICT integration into EFL teaching, especially in China. This study draws data from four databases based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist to ensure a comprehensive and rigorous analysis of the available literature. By synthesising and analysing the findings from the final selected 17 articles between 2019 and 2022, this study highlighted the research designs of the relevant studies on the use of ICT by EFL teachers in China, along with the two most important underlying theories (TPACK and TAM) associated with ICT integration. It also provides insights into the specific challenges and influencing factors that impact ICT integration in EFL teaching in the Chinese context. The findings reveal that EFL teachers’ ICT literacy and acceptance are influenced by many factors which are frequently classified into external and internal ones. The majority of the reviewed studies offered recommendations on how to use technology more effectively, apply ICT in EFL teaching, and create authentic teaching and learning environments. Additionally, the findings of this study offer suggestions for future research and teaching approaches, particularly for overcoming the challenges of ICT integration.

HUBUNGAN ANTARA FAKTOR DETERMINAN UTAUT DENGAN MINAT DOKTER GIGI TERHADAP PENGGUNAAN TELEDENTISTRY: STUDI PILOT

The development of Information and Communication Technology (ICT) in the health sector is growing with the existence of teledentistry. This revolution in fact has triggered problems in terms of acceptance of ICT adoption which is still low for both patients, health practitioners and health care providers. Approaches based on behavioral theories are widely used to assess ICT acceptance. The purpose of this article is to explain the concepts and determinants of Unified Theory of Acceptance and Use of Technology (UTAUT) model that can predict the behavioral intention in using teledentistry. This model is the combination of eight theories of technology acceptance behavior that have been widely used in various studies. The UTAUT concept model has four determinants that affect the individual's intention of technology: performance expectancy, effort expectancy, social influence and facilitating conditions. This model also has moderating factors that can affect the relationship between determinants and behavioral intention. This model is proven to provide variation of intention up to 70% when compared to the other theories.

Exploring the influence of technostress creators on in‐service teachers' attitudes toward ICT and ICT adoption intentions

AbstractTechnostress is an undesired consequence of information and communication technology (ICT) use and might negatively affect teachers. However, there is a lack of empirical research exploring the influences of technostress creators on teachers' ICT use. This study aims to bridge this gap by exploring the structural relationship among five technostress creators (ie, techno‐complexity, techno‐overload, techno‐invasion, techno‐insecurity, and techno‐uncertainty), teachers' attitudes toward ICT, and their ICT adoption intentions. The research model was developed based on existing literature and tested using structural equation modelling. Data were collected from 289 teachers from six public elementary and secondary schools in China. The results indicate that: (a) teachers' attitude toward ICT has a significant positive effect on their ICT adoption intentions; (b) techno‐insecurity and techno‐complexity have significant negative effects on teachers' attitude toward ICT and ICT adoption intentions, respectively; (c) techno‐invasion and techno‐overload have significant positive effects on teachers' attitude toward ICT and their ICT adoption intentions, respectively; (d) techno‐uncertainty has a significant positive effect on both teachers' attitude toward ICT and their ICT adoption intentions; (e) compared to younger teachers, the attitude of teachers aged 45 and above toward ICT are more negatively affected by techno‐insecurity. Implications for the management of technostress creators are discussed. Practitioner notesWhat is already known about this topic Technostress negatively influences teachers' acceptance and adoption intention of ICT. The influences of specific technostress creators may differ. There is a lack of empirical research exploring the exact influences of technostress creators on teachers' ICT use. What the paper adds Techno‐insecurity and techno‐complexity negatively affect teachers' attitudes toward ICT and ICT adoption intentions, respectively. Techno‐invasion and techno‐overload positively affect teachers' attitudes toward ICT and their ICT adoption intentions, respectively. Techno‐uncertainty significantly positively affects teachers' attitudes toward ICT and ICT adoption intentions. The attitude of teachers aged 45 and above toward ICT is more negatively affected by techno‐insecurity. Implications for practice and/or policy Schools should provide adequate end‐user training, a friendly technical help desk, and teacher‐oriented psychological counselling programs concerning technostress to mitigate teachers' techno‐complexity and techno‐insecurity. School administrators should take measures, such as providing timely upgrades and continuous maintenance services, to ensure the reliability and accessibility of technologies. It is necessary for school ICT support staff to guide teachers, especially teachers aged 45 and above, to take positive coping strategies, such as venting, seeking social support and engaging in technical training, to deal with techno‐insecurity.

Acceptance and use of ICT in tourism: the modified UTAUT model

PurposeThis study aims to investigate the technology usage behaviour of the tourists in line with the modified unified theory of acceptance and use of technology (UTAUT) model.Design/methodology/approachData were collected from a survey of 265 tourists using the random sampling technique. Partial least squares-based structural equation modelling (PLS-SEM) technique was used to analyze the data.FindingsThe findings revealed that performance expectancy, hedonic motivation and habit significantly influence the behavioural intention of tourists to use information and communication technology (ICT), while effort expectancy, social influence, and facilitating conditions do not have a significant influence. However, actual ICT usage behaviour largely depends on the behavioural intention of the tourists, and their habits, while the facilitating conditions do not have any influence in this case.Practical implicationsThe findings uncover the core factors influencing tourists' actual ICT use behaviour that can assist the concerned stakeholders in designing tourism planning and sales. The study results also offer pathways for the world's tourism industry for a healthy recovery from the COVID-19 pandemic.Originality/valueThe findings have made robust contributions by extending the existing UTAUT-based literature by adding two new moderators in the relationship between behavioural intention and actual ICT usage behaviour.

Attitudes and acceptance of information and communication technology (ICT) among urban and rural teachers in teaching and facilitation

The purpose of the study was to find out the attitudes and acceptance of information and communication technology (ICT) among urban and rural teachers in Teaching and Facilitation (TnF). The use of ICT helps in improving the effectiveness of all areas including education. The Technology Acceptance Model (TAM) introduced by Fred Davis was used to identify the relationship between teacher attitudes and differences in ICT acceptance between urban and rural areas teachers’ behavior in TnF. This was to determine the actual influencing factors among the Tamil language teachers on the use of information and communication technology in Tamil language TnF. There are several other works carried out in this field including computer teaching and learning, challenges of ICT, teachers' perceptions of ICT, and many more, but the present study is based among urban and rural teachers of Malaysia. Other works done in this field do not focus on students and teachers of Tamil schools. This study is a quantitative study involving a questionnaire. The study involved 96 Tamil schools in the state of Selangor and a total of 260 Tamil language teachers participated in this study. 167 urban schools and 93 rural schools were involved in this study. Data obtained through questionnaires were evaluated using Statistical Package for the Social Sciences (SPSS) software, hence documented in chronology relevant to the objectives of the study. The findings of the study showed that there is a significant relationship between teachers in urban and rural areas in the use of Information and Communication Technology (ICT) in the Tamil language TnF. Through this study, a strong culture of ICT use is applied in the Tamil language TnF process in urban and rural SJK (T) which can be practiced by various stakeholders.

Perception, Experience, Attitude and Satisfaction on Using Information and Communication Technology-Based Teaching-Learning Activities in Medical Program

Background: Educational innovation is moving from a fully traditional system to an innovative and interactive teaching method, inspiring our students for self-directed learning, concentrating on quality improvement, trying to mold the curriculum and evaluation system. Using Information and communication technology (ICT) in education is not to replace the traditional method, but to complement it.
 Objective: To study the undergraduate students’ attitude, experience and satisfaction regarding use of technology for teaching-learning, within E-learning Environments that is the Requirement of individual ICT infrastructure for the institutions, also the Mlearning
 Materials and Methods: Online questionnaire survey on 41 students of a batch in 4th year of SSMC on Google format was done to understand their ICT experiences and acceptance towards the tools in COVID pandemic mainly focused on M-learning, a part of E-learning. Moving out of the traditional system, a power point presentation was shared with the students through mail. They downloaded it in their smartphone, gone through it as a selflearning content to their exam. After their exam this survey was done. The data was collected online and automatically showed in pie charts.
 Results: Among the 41 students 41(100%) have got the personal handle held tools. But still, out of their online classes they use these tools for educational purposes in this manner- 61% spends 25-50%, 22% spends 50-75% and 17.1% spends 10-25% of their total usage period. 68.3% students prefer video as a content, 17.1% as PDF and 7.3% as power point presentation. Due to advancement of the ICT tools 73.2% did not face any difficulty in receiving and reading the content. Degree of satisfaction was done through a 4-point Likert scale online. 26.8% were well satisfied, 43.9% were satisfied and 29.3% showed average in their response. All the students 41(100%) showed their interest on having same type of learning in future.
 Conclusion: ICT influences our teaching learning system, which has a great prospect. Changes in this system is needed to get the benefit from ICT tools exclusively in future.
 Sir Salimullah Med Coll J 2022; 30: 29-34

Students’ Perceptions of Factors Influencing the Adoption and Use of ICT in Learning during COVID-19 at One Rural Based South African University

This study examines students’ perceptions of factors influencing the adoption and use of Information and Communication Technology (ICT) in learning during Coronavirus Disease (COVID-19) at one rural based South African University. To continue with learning under the COVID-19 pandemic conditions higher education institutions migrated to online teaching and learning platforms. The transition towards online learning took place in background where even prior COVID 19 most institutions were faced with the challenge of promoting students’ adoption and use of ICT in their learning. The Technology Acceptability Model (TAM) is an information system theory that looks at various individual aspects that influence actual technology usage and acceptance. As such, there is a growing research interest to explore students’ perceptions of factors that influence their use of ICT in their learning at higher education institutions subsequently studies that focuses on rural based context are still limited. Resultantly, guided by the theoretical constructs from the TAM this study applied a census approach and used a quantitative technique to examine the perception that affect students’ acceptance and use of ICT in their learning. The study discovered a significant correlation between attitude towards use (U), perceived ease of use (PEOU), behavioural intention (BI), and perceived usefulness (PU), all of which have a substantial impact on students' perceptions and acceptance of ICT use in their learning. Nonetheless, the results showed that no significant correlations exist between external variables (EV) and ICT actual system uses. Based on these findings, this study concluded that insights from the findings on students’ the adoption and use of ICT in learning is affected by several perceptions, behavioural intention, and perceived ease of use of technology. Such insights provide policy makers with an indication of students’ perceptions that should be considered when designing strategies an polices aimed at enhancing student’s adoption and use of technology in learning in rural based South Africa University during and post COVID-19 pandemic.

Teachers’ Perspectives on the Integration of Information and Communication Technology: The Case of a Teachers’ Union

There is a certain degree of technological determinism in the discourse on information and communication technology (ICT) in education. Technological determinism is the relationship between the technical and the social, in this case, technological development taking place outside the socio-economic realities of societies. Hence, the discourse on pedagogical ICT integration has often been concentrated through utopian perspectives driven by personal interests and regulated by service providers. Consequently, the adoption of ICT tools for teaching and learning has been very low despite the huge investments being made by governments. Therefore, the aim of the study was to investigate teachers’ self-efficacy, perception, attitude, and behavioural intentions to use ICT in the classroom for teaching and learning. Data were collected through a self-administered questionnaire and the responses of 1050 teachers were analysed using descriptive statistics and Pearson correlation analysis. The major finding was that for a wide range of teachers located in various parts of the country, the integration of ICT in the classroom is not dependent on the level of access because only 35 per cent of the 80 per cent of teachers with access to computing infrastructure are using ICT as a teaching assistant tool. Hence, understanding the interplay between teachers’ acceptance of ICT and behavioural intention is important to develop intervention programmes and timely professional development opportunities.

Preferable Use of Information and Communication Technologies in Long-term Care Settings: A Vignette Survey of Japan

It is the purpose of child welfare practices to provide a protective environment for minors. However, welfare practices for children and adolescents have also been linked to a higher risk for maltreatment, trauma, and deprivation. Due to such early-life adversity, affected individuals often report a life course depicted by further trauma, socio-economic disadvantage, mental and physical ill-health. Examination of the long-term health correlates of enforced child welfare practices, as well as potential mediators, have previously been neglected in later life. It was therefore the purpose of these studies to examine the long-term correlates of enforced child welfare practices; the associated maltreatment, trauma, and deprivation; and the physical and mental health outcomes in Swiss older survivors (n=132, MAGE=71 years) and an age-matched control group (n=125). These studies further examined the mediating role of socio-economic factors (e.g., education, income), self-esteem, and self-compassion. Mental health was assessed with a structured clinical interview; physical health, self-esteem, and self-compassion with psychometric instruments. Survivors reported significantly more types and severity of childhood maltreatment, trauma, and deprivation than the control group. They also reported significantly more lifetime and current mental health disorders and more physical illnesses. Socio-economic factors and self-esteem, but not self-compassion, acted as significant mediators. Exposure to maltreatment, trauma, and deprivation in childhood and adolescence is linked to poorer mental and physical health in later life. Potential targets for intervention and health-protective measures include socio-economic factors and self-esteem, which were found to diminish the detrimental long-term impact of early-life adversity and disadvantage into later life.

EMPOWERING CROSS-BORDER WOMEN ENTREPRENEURS VIA MOBILE ICT: FRAMEWORK FOR MALAYSIAN AND INDONESIAN WOMEN-LED MSMES

Women’s share in the business sector in Malaysia and Indonesia lags behind their male counterpart. However, Information and Communication Technology (ICT) could serve as a game changer to empower women startup and entrepreneurs. The acceptance and usage of Mobile ICT in business operations could empower more women-led Micro, Small and Medium Enterprises (MSMEs) to grow and fulfill customer needs and wants. However, there is a lack of established models to measure mobile ICT’s role in women MSMEs in these developing countries. Through the review of policy papers and relevant literatures, this study presents a framework to assess the adoption of Mobile ICT in women-led MSMEs factoring cross-border networking. Building upon Social Network Theory and Technology Acceptance Model, this study presents a framework and discusses recommendations for further action to empower women-led MSMEs in both countries by leveraging on cross-border networking capabilities between Indonesian and Malaysian women-led MSMEs. This study highlights the strength of international and cross-border networking among women startup and entrepreneurs where mentoring could happen to empower women startups and entrepreneurs.
 
 Keywords: Mobile ICT usage, women empowerment, MSMEs development, workforce digitization, cross-border entrepreneurship, social network theory, startups.
 
 Cite as: Tanti, D. S., Nathan, R. J., Sulistyo, P. B., Soekmawati, Hanim, F., & Sarjuni, V. (2021). Empowering cross-border women entrepreneurs via mobile ICT: Framework for Malaysian and Indonesian women-led MSMEs. Journal of Nusantara Studies, 6(2), 340-357. http://dx.doi.org/10.24200/jonus.vol6iss2pp340-357

EXPLORING SECONDARY SCHOOL TEACHERS’ PEDAGOGICAL BELIEFS AND THE INTEGRATION OF ICT IN THE CONTEXT OF A DEVELOPING COUNTRY: A TECHNOLOGY ACCEPTANCE MODEL PERSPECTIVE

Information, and communication technologies (ICTs) have become rudimentary in communication and information sharing world over. Even more so for teachers because technologies have the potential to transform their practice and help their students learn. This study extends the technology acceptance model to establish how teachers’ pedagogical beliefs (PB) directly or indirectly influence ICT acceptance among secondary school teachers in Kenya. The research instruments were a survey (n = 234) whose quantitative data were analysed drawing on Ajzen’s (1985) technology acceptance model (TAM) to identify the challenges and the perceptions of challenge for teachers in using technology in the classroom. The findings from this study suggest that teacher’s accounts of appreciation and dissonances with the integration of technology in teaching mirrored similar issues in literature. However, the findings also revealed some nuanced shifts on teacher perceptions and attitudes to technology integration. Implications for policy and practice are discussed, and the development of a new teachers’ technology acceptance model is presented. This study fills the gap in the literature regarding knowledge of technology adoption practice from the points of view of teachers. Article visualizations:

Authentic Leadership Influenced on the Acceptability of Information and Communication Technology for School Management

Authentic leadership and school culture are essential factors influenced the acceptability of information and communication technology (ICT) for school management. This study aims to determine the effect of authentic leadership on the acceptance of ICT for school management. This study was conducted using a casual survey with proportional random sampling technique. A total 191 respondents were agreed to join in this study. Data were analyzed using path analysis with Partial Least Square (PLS) approach. The results of this study showed that authentic leadership has a positive and significant impact on ICT acceptance. In conclusion, authentic leadership influenced directly and indirectly perceptions of ICT use, easy use, attitude to use, and actual ICT.

Effects of the Use of the Information and Communication Technology on Social Participation in Older Adults: Review of Literature

Purpose: With the aging of the population, the development of Information and communication Technology (ICT) infrastructure and education systems attention is being paid to that can maintain social network in older adults. The objective of the review was to explore how effects of ICT use on social participation. Participants and Methods: The studies included in this literature review were searched in three databases: PubMed®, MEDLINE with Full Text, CINAHL® with Full Text, Educational Resource Information Center, eBook Collection (ERIC). English language articles were searched using the terms ‘older adults’, ‘information and communication technology’, ‘internet’, ‘information literacy’, ‘social networking’, and “social participation”. Results: A total of 22 papers met the inclusion criteria, findings were fourfold, suggesting that: (i) more research is focused on the uses of internet technology, social network, digital health (ii); social participation was evaluated by ICT use, loneliness, social network, sociodemographic; (iii) the technology of using ICT is related to the growth background of the older adults; and (iv) improving device operability contributes to increased ICT acceptance. Conclusion: Results suggest a need for studies that examine new and innovative forms of technology and meaningful of ICT use, highlighting the importance of learning skill of ICT use as one way to encourage social participation in older adults. Key words: Information and communication technology, older adults, social participation