The Role of Technology Identity among Students in Rural Areas using a Web-based Tutoring System
Abstract
This paper looked at the relationship between the student’s technology identity and how it affects their performance in a web-based tutoring system over a 12-week period. Technology identity covers one’s beliefs on four areas: opportunities and constraints to use technology (access), technology skills (abilities), role of technology on one’s life (importance), and one’s own motivation to learn more about technology (opportunities). Results showed that access factors such as frequency of access, owning a computer at home, and owning a personal computer/laptop do have an impact on their ability to use computer applications. A significant difference was found in the number of problems completed (higher) among students who were able to frequently access and use a computer and the Internet for free in school. This could be an indication of the importance of the role of educational institutions to provide computer and Internet access to students who can’t afford to have their own at home or rent. Also, 99% of the students, including those who did not solve as many problems, viewed technology as an essential part in education, business, personal development, and their future profession. All (100%) the participants expressed willingness to learn more about technology. However, when it comes to the fourth are (opportunities), almost half (47%) believe that they don’t have sufficient opportunities and access to technology to be used in education.
