Hershey, Pennsylvania
New York, New YorkBeijing, China
International Students and Their Technology Proficiency

International Students and Their Technology Proficiency

Jacob Manu (University of North Dakota, USA) and Emmanuel Mensah (University of North Dakota, USA)
Copyright: © 2015 |Pages: 12
DOI: 10.4018/978-1-4666-6347-3.ch008
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Abstract

The term “Global Village” has been used by both experts and novices to explain how the world we live in has gradually become a mere neighborhood. Meanwhile, one important factor that does not come into the global village discourse is that not all places or people can be accessed based on disparities in technology infrastructure and proficiency (Internet World Stats, 2012). Most importantly, not all college students in today's classrooms are technologically savvy (Fletcher, 2005). The purpose of this chapter is to identify the perceived relevance of computer technology among international students and their past technology experience levels in one of the Midwest universities in the United States. A sample of 90 international students reveals that they perceive technology as relevant to their learning. The study also reveals that different continents have different past technology experiences that might adversely affect international students' academic work.
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Literature Review

There are lots of studies that seek to compare different variables to technology proficiency. McCoy (2010), in her study on college students’ self-efficacy and technology proficiency did not find significant relation between the two variables. However, Hare, Howard and Pope (2002) reported that pre-service teachers’ self-confidence level increased when faculty demonstrated the use of technology tools in their methodology classes. Morales, Knezek, and Christensen (2008), in a comparative study, concluded that teachers in Texas perceived themselves as having higher technology proficiency than their counterparts in Mexico.

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