Computer Skills, Gender, and Technostress in Higher Education
Document Type
Contribution to Book
Publication Date
2006
Publication Title
Encyclopedia of Gender and Information Technology
DOI
10.4018/978-1-59140-815-4.ch020
Abstract
The creation of computer software and hardware, telecommunications, databases, and the Internet has affected society as a whole, and particularly higher education by giving people new productivity options and changing the way they work (Hulbert, 1998). In the so-called “information age” the increasing use of technology has become the driving force in the way people work, learn, and play (Drake, 2000). As this force evolves, the people using technology change also (Nelson, 1990). Adapting to technology is not simple. Some people tend to embrace change while others resist change (Wolski & Jackson, 1999). Before making a decision on whether to embrace technology or not, people may look at the practical and social consequences of accepting change. Therefore, the technology acceptance model, the accepting or resisting of technology is considered to be a form of reasoned behavior (Wolski & Jackson, 1999).
Recommended Citation
Shepherd, Sonya S..
2006.
"Computer Skills, Gender, and Technostress in Higher Education."
Encyclopedia of Gender and Information Technology University Park, PA: Idea Group, Inc..
doi: 10.4018/978-1-59140-815-4.ch020
https://digitalcommons.georgiasouthern.edu/lib-facpubs/36
