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 International Journal of Education and Development using ICT > Vol. 17, No. 4 (2021) open journal systems 


The relevant social group analysis of the SCOT theory for gender differences among Teacher Education students’ attitude towards using the Internet for their learning potentials

Damanjeet Singh , Punjabi University
Sandeep Kaur Sandhu, Monash University


Abstract
Different societies and social groups use technologies and interpret the meaning of technology accordingly, depending on their interactions with the technology. The interpretations about the technology enable manufacturers to focus on the advantages/disadvantages of the technology that result in new and improved technology. An understanding of relevant social groups is essential to understanding a particular technology. The key requirement of relevant social groups is that all members of a certain social group have the same interpretation of an artifact. Thus the relevant social group factor of the Social Construction of Technology (SCOT) theory was used to examine the relationship between gender differences and tertiary education students’ attitude towards Internet use for their learning potential in this article. The quantitative research method was used in this study and a survey was employed for data collection process. The survey instrument was a partially adopted survey consisting of forty-six items. The sample consisted of 1092 tertiary education students from India and the results revealed a significant gender difference among tertiary education students in using the Internet for learning potentials.


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International Journal of Education and Development using Information and Communication Technology. ISSN: 1814-0556