The recent advances in information and communication technologies (ICTs) over the past two decades have influenced many aspects of live ([19] and [7]). These advances make the issue of acceptance of ICTs a topic of increasing importance, particularly in educational research and practice [18]. Many studies have been conducted to understand, explain, and predict the issue of acceptance and use of new technologies. Fortunately, these studies have resulted in several serious theoretical developments [9]. Overall understanding of the role of culture and social norms in influencing acceptance and use of education technologies, particularly collaborative and interactive technologies such as the internet, can facilitate the successful implementation and use of these technologies in the educational context. This study concentrates on providing insight into the influence of culture and social processes on staff members’ acceptance and use of educational technology, namely the internet at Khartoum state universities (KSUs). Specifically, the study aims to identify the influential role of these factors on acceptance and the use of the internet as a helpful collaborative educational technology. To achieve this aim, the study adopts technology acceptance model (TAM), which is modified (i.e. extended) with Hofstede’s cultural dimensions (mainly uncertainty avoidance and masculinity). With the help of a structural equation model (SEM), the data assessment demonstrates the validity of the model and proves that social influence process and cultural factors have significant (direct and moderate) influence on staff members’ acceptance and use of internet technology for teaching and academic activities – i.e. the authors are able to assert that community matters in the adoption of these new ICTs. The article concludes by offering important implications and recommendations for both research and practice.

The recent advances in information and communication technologies (ICTs) over the past two decades have influenced many aspects of live ([19] and [7]). These advances make the issue of acceptance of ICTs a topic of increasing importance, particularly in educational research and practice [18]. Many studies have been conducted to understand, explain, and predict the issue of acceptance and use of new technologies. Fortunately, these studies have resulted in several serious theoretical developments [9]. Overall understanding of the role of culture and social norms in influencing acceptance and use of education technologies, particularly collaborative and interactive technologies such as the internet, can facilitate the successful implementation and use of these technologies in the educational context. This study concentrates on providing insight into the influence of culture and social processes on staff members’ acceptance and use of educational technology, namely the internet at Khartoum state universities (KSUs). Specifically, the study aims to identify the influential role of these factors on acceptance and the use of the internet as a helpful collaborative educational technology. To achieve this aim, the study adopts technology acceptance model (TAM), which is modified (i.e. extended) with Hofstede’s cultural dimensions (mainly uncertainty avoidance and masculinity). With the help of a structural equation model (SEM), the data assessment demonstrates the validity of the model and proves that social influence process and cultural factors have significant (direct and moderate) influence on staff members’ acceptance and use of internet technology for teaching and academic activities – i.e. the authors are able to assert that community matters in the adoption of these new ICTs. The article concludes by offering important implications and recommendations for both research and practice.