Familiarity with Technology among First-Year Students in Rwandan Tertiary Education

Autor/inn/en	Byungura, Jean Claude; Hansson, Henrik; Muparasi, Mugabe; Ruhinda, Ben
Titel	Familiarity with Technology among First-Year Students in Rwandan Tertiary Education
Quelle	In: Electronic Journal of e-Learning, 16 (2018) 1, S.30-45 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Foreign Countries; Technological Literacy; Educational Technology; Technology Uses in Education; Familiarity; College Freshmen; Access to Computers; Ownership; Computer Use; Training; Handheld Devices; Telecommunications; Questionnaires; Student Surveys; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienanfänger; Eigentum; Ausbildung; Telekommunikationstechnik; Fragebogen; Schülerbefragung; Ruanda
Abstract	The more the students get experienced with technologies, the more the need for tertiary education systems to adopt innovative pedagogical strategies for accommodating different learning needs. Depending on students' prior experience with computer-based tools, they may have different degrees of familiarity with new technologies. At University of Rwanda (UR), for example, the familiarity and experience with technology for incoming students is not clearly known. Universities need to understand this phenomenon for efficient education planning and management. Therefore, this study aims to understand the degree of familiarity with technology for first-year students at the University of Rwanda. Accessibility, ownership, usage and previous computer-based training are used in this study' conceptual framework as factors that determine the degree of familiarity with technology. Firstly, results indicate that the majority of participants are not familiar with technology and never had any previous exposure to eLearning systems. Secondly, regarding the digital tools, while smartphones are the most accessed, owned and used tools by respondents, they rarely or never used them for learning activities. Thirdly, findings portrayed a heterogeneous technology experience with a substantial variation of access, use, ownership and previous training on new technologies among the sample. Strategies for improving experience and confidence with technology, for first-year students, are recommended for this institution. This will prepare new students for early technology uptake and readiness while empowering them to develop appropriate competencies and skills for the digital age. Further studies in the area of experience with technology are also proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01