Towards a Theory of Learned Technological Helplessness

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Author(s): Joy E. Harris (University of Missouri - Kansas City, USA)
Copyright: 2011
Pages: 19
Source title: Encyclopedia of Information Communication Technologies and Adult Education Integration
Source Author(s)/Editor(s): Viktor Wang (California State University - Long Beach, USA)
DOI: 10.4018/978-1-61692-906-0.ch006

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

This research attempts to lay the groundwork for the establishment of a proposed theory of Learned Technological Helplessness (LTH) in female adult learners. The theory posits that females’ technological ability and technological self-efficacy (TSE) are impacted by socialization into traditional gender roles. Analysis of the intercorrelations between the individual’s gendered characteristics (as measured by the Bem Sex Role Inventory or BSRI) and the participant’s computer self-efficacy (as measured by the General Computer Self-Efficacy score) indicates that several masculine characteristics are statistically significant predictors of TSE. The qualitative results demonstrate that women consider men to be more adept at using technology. This feminist emancipatory study provides useful information to adult educators interested in how females perceive their technological ability and capacity to learn using technology, and provides the groundwork for other researchers interested in exploring LTH.

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Towards a Theory of Learned Technological Helplessness

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