ODL STUDENTS’ PERCEIVED COMPUTER LITERACY COMPETENCIES, EXPECTATIONS OF SUPPORT INTENTION TO USE AND PERSEVERANCE

This paper reports on disadvantaged South African practising teachers’ perceptions on
computer literacy competencies while studying to improve their teaching
qualifications. During the process of developing a learning technology integration
framework for the School of Continuing Teacher Education at North-West University,
South Africa, an initial exploratory survey identified issues and themes for systemic
inquiry, in order to provide substance to the integration framework.
The purposive sample related to a criterion-based selection of N=338 teacher-students
attending supplementary computer literacy training sessions. Queues from the
Technology Acceptance Model supplemented the questions intended to investigate
enablers and barriers to learning technology adoption.
The pragmatic approach was towards discovering which possible interventions could
be introduced to enable adoption of technology in interaction and learning. Descriptive
statistics and structural equation modelling produce a suggested parsimonious model
relating to self-confidence, trust and perseverance in acquiring computer literacy.