Information Technology (MoE for teachers)

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    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 Confidence in using ICT is low, largely because of outdated or malfunctioning equipment and a lack of consistent teacher support.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