Information Technology (MoE for teachers)

Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/77

Browse

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    ASSESSING TEACHER’S EXPERIENCE ON THE USE ICT TO FACILITATE TEACHING IN SECONDARY SCHOOLS IN ETHIOPIA
    (Hawassa University, 2024-08-10) MUSA AMAN
    In both our everyday lives and our educational system, information and communication technology, or ICT, is becoming more and more crucial for sustainable growth. As a result, educational institutions are under increasing pressure to incorporate and use ICT to improve the teaching and learning process and give students the skills they need to succeed in the twenty-first century. The process of collecting, generating, processing, and storing information through the use of hardware, software, the internet, and the global system of mobile communications (GSM) is known as information and communications technology (ICT). This study aims to evaluate teachers' perceptions on "teachers' experience on the use of ICT to facilitate teaching in secondary schools: in case of Ginnir Woreda secondary schools." Dello Sebro, Elbuko, Akasha, and Kara Ifa Boru secondary schools in the Oromia region of Ginnir Woreda were the study sites for this study, which used a descriptive analysis approach as its research design. There were 143 people in the study's overall population, and 115 people made up the sample size, which included 9 interviews chosen by deliberate sampling and 111 teachers chosen through basic random sampling. Here, 31 questionnaire questions for 115 teachers and 4 interview questions for 9 interviewees were utilized to gather data from the respondents. Descriptive analysis and the SPSS software program were then used as the data analysis technique. The majority of the responses obtained from the three tools indicate that teachers lacked ICT skills and expertise. In this instance, the effective use of ICT in teaching was the dependent variable, and the independent variables were behavioral intention to use, support, and professional development; perceived ease of use of ICT in teaching; perceived usefulness of ICT; barriers that prevent ICT from being used in teaching; and attitudes toward using ICT in teaching. The intention of each individual to adopt new technology has been influenced by the six variables listed. According to the study, there are time limits, technological problems, training and support requirements, and a lack of resources. The study finds that lack of ICT training, insufficient ICT resources, and inaccessibility and unavailability of ICT resources are frequent obstacles that prevent teachers from utilizing ICT to support teaching and learning. The statistical software known as SPSS tools was used to analyze the data.
  • No Thumbnail Available
    Item
    CHALLENGES OF ICT INTEGRATION IN ETHIOPIAN SECONDARY SCHOOLS: THE CASE OF GURAGE ZONE ENOR WOREDA SECONDARY SCHOOLS
    (Hawassa University, 2024-05-13) TILAHUN GERESSU
    This research explores the challenges of Information and Communication Technology integration in ethiopian secondary schools. Utilizing both qualitative and quantitative approaches, data was collected through interviews, questionnaires, and observations to provide a comprehensive understanding of the difficulties faced by students and teachers. The study highlights several major findings. Students in rural areas often exhibit limited practical ICT skills due to a lack of hands-on learning opportunities, inadequate access to functional ICT tools, and insufficient exposure to real-world applications. Confidence in using ICT is low, largely because of outdated or malfunctioning equipment and a lack of consistent teacher support. Significant gaps in digital literacy were also found, particularly in software use, online study, and digital safety. The study further identifies several infrastructure-related challenges, such as limited ICT equipment, poor internet connectivity, frequent power outages, and inadequate teacher training in ICT. In conclusion, ICT integration in rural secondary schools is hindered by a range of factors, including financial constraints, cultural barriers, and low student motivation. The research recommends increased investment in ICT infrastructure, teacher training, and digital literacy programs. Addressing financial and infrastructural limitations through government and NGO support, enhancing community awareness, and developing localized digital content are also suggested as strategies for improving ICT integration. These measures, coupled with alternative power solutions and curriculum revisions, aim to foster an environment where students can effectively engage with technology, contributing to the overall socio-economic development of rural communities