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Computer Skills, Technostress, and Gender in Higher Education

Computer Skills, Technostress, and Gender in Higher Education

Sonya S. Gaither Shepherd
Copyright: © 2006 |Pages: 7
ISBN13: 9781591408154|ISBN10: 1591408156|EISBN13: 9781591408161
DOI: 10.4018/978-1-59140-815-4.ch020
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MLA

Gaither Shepherd, Sonya S. "Computer Skills, Technostress, and Gender in Higher Education." Encyclopedia of Gender and Information Technology, edited by Eileen M. Trauth, IGI Global, 2006, pp. 122-128. https://doi.org/10.4018/978-1-59140-815-4.ch020

APA

Gaither Shepherd, S. S. (2006). Computer Skills, Technostress, and Gender in Higher Education. In E. Trauth (Ed.), Encyclopedia of Gender and Information Technology (pp. 122-128). IGI Global. https://doi.org/10.4018/978-1-59140-815-4.ch020

Chicago

Gaither Shepherd, Sonya S. "Computer Skills, Technostress, and Gender in Higher Education." In Encyclopedia of Gender and Information Technology, edited by Eileen M. Trauth, 122-128. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-815-4.ch020

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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).

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