Information Technology (MoE for teachers)
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Item ASSESSMENT OF STUDENTS DIGITAL SKILL IN ETHIOPIAN HIGH SCHOOLS: (IN CASE OF EAST GUJI GIRJA WOREDA)(Hawassa University, 2024-04-14) FIROMSA DENUInformation and Communication Technology (ICT) is becoming increasingly important for sustainable development, in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to integrate and use ICT for enhancing the teaching and learning process and for the students to acquire the necessary skills in this 21st century. ICT is the process of gathering, creating, processing, and storage of information by using hardware, software, as well as the internet and global system of mobile communication (GSM). Realizing the effect of ICT on the workplace and everyday life, today’s educational institutions try to restructure their educational curriculum and classroom facilities, in order to bridge the existing technology gap in teaching and learning especially in developing countries like Ethiopia .There exists problems in the inadequacy of exploiting ICT in secondary schools such as lack of the requisite skills and interest of the most teachers as well as lack of active participation digital skill use of student were the widely observed problems in Ethiopia in general and in selected secondary school of this study. Specifically, the objective of this study was focused to assessment of student digital skill in Ethiopian high schools (in case of East Guji Girja Woreda). The research design selected for this study is a descriptive analysis approach and the study areas of this research were East Guji Girja Woreda secondary schools located in Oromia region. The total population of the study was 231 Individuals and the sample size was 144 respondent i.e. 144 students selected using simple random sampling technique and 4 interviewees were selected using purposeful sampling method. Here, in order to collect data from the respondents, 26 questions of the questionnaire for 144 students, and 12 interview questions for 4 teachers were used. Then the data analysis mechanism was by using SPSS software package, and descriptive analysis. Majority of the responses gathered from the three tools shows that there was lack of knowledge and skill of ICT students. In this case, Performance Expectancy, Effort Expectancy , Social Influence , Facilitating Conditions , Behavioral Intention as well as Digital Skills were the independent variables while assessment of student practicing ICT digital skill was the dependent variable. Five mentioned variables have influenced on the Behavioral intention to use new technology. The result shows that there was highly unsatisfied in their learning and using ICT. The lack of attention to improve digital skill in the school and they exists weakness on the position of ICT resources and poor in developing skill students were the major findingsItem ASSESSING TEACHER’S EXPERIENCE ON THE USE ICT TO FACILITATE TEACHING IN SECONDARY SCHOOLS IN ETHIOPIA(Hawassa University, 2024-08-10) MUSA AMANIn 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.Item ICT ADOPTION IN SELECTED SECONDARY SCHOOLS OF SIDAMA REGION FOR ENHANCED TEACHING AND LEARNING PROCESS(Hawassa University, 2022-04-08) GEMEDA YACHISOInformation and Communication Technology (ICT) is becoming increasingly important for sustainable development, in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to integrate and use ICT for enhancing the teaching and learning process and for the students to acquire the necessary skills in this 21st century. ICT is the process of gathering, creating, processing, and storage of information by using hardware, software, as well as the internet and global system of mobile communication (GSM). Realizing the effect of ICT on the workplace and everyday life, today’s educational institutions try to restructure their educational curriculum and classroom facilities, in order to bridge the existing technology gap in teaching and learning especially in developing countries like Ethiopia .There exists problems in the inadequacy of exploiting ICT in secondary schools such as lack of the requisite skills and interest of the most teachers as well as lack of active participation IT skill use of student were the widely observed problems in Ethiopia in general and in selected secondary school of this study. Hence, in order investigate the practical weakness and strength of the teaching learning process of ICT class enforced to develop a model for improving the process of ICT adoption for the teaching and learning process. Specifically, the objective of this study was focused on examining ICT adoption in selected secondary schools in Sidama region. The research design selected for this study is a descriptive analysis approach and the study areas of this research were Aletawondo, Gordama, and hula secondary schools located in Sidama region. The total population of the study was 1120 individuals and the sample size was 287 respondent i.e. 280 students selected using simple random sampling technique and 18 interviewees were selected using purposeful sampling method. Here, in order to collect data from the respondents, 40 questions of the questionnaire for 280 students, and 7 interview questions for 18 interviewees and 5 observation criteria were used. Then the data analysis mechanism was by using SPSS software package, and descriptive analysis. Majority of the responses gathered from the three tools shows that there was lack of knowledge and skill of ICT teachers. In this case, level of effectiveness of ICT adoption use, perceived benefits of using ICT, factors affecting ICT adoption, readiness and interest as well as IT Skills were the independent variables while ICT adoption teaching and learning process was the dependent variable. Five mentioned variables have influenced on the individual intention to use new technology. The result shows that there was highly unsatisfied in their learning and using ICT. The lack of attention to improve ICT adoption in the school and they exists weakness on the position of ICT resources and poor in developing skill students were the major findings