Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 1-14
Abraham Kebede Wolde & Achamyeleh Getenet Wubu
pp. 1 - 14 | Manu. Number: MANU-1810-22-0002
Published online: December 23, 2018 | Number of Views: 32 | Number of Download: 95
The purpose of this study was to explore the factors affecting teachers’ information communication technology (ICT) use for instructional purposes in secondary schools of South Gondar Zone, Ethiopia. To achieve the objective, descriptive survey design was employed.Both probability and non-probability sampling methods were used to select the participant of the study. Using both methods 303 teachers, 10 principals, 5 supervisors, and 4 district education office heads were selected. Questionnaire, focus group discussion, and interview were used to collect data. To analyze the data, qualitative and quantitative methods were employed. The finding of the study revealed that there were statistically significant relationships was observed between teachers’ ICT use for instructional purposes and teacher’s perception (r= 0.51); ICT use and teacher training (r= 0.26); ICT use and school policy (r= 0.56); ICT use and access to different ICTs(r= 0.70); ICT use and school support (r= 0.41); and ICT use and school curriculum (r= 0.51). These factors predicted about 64.3% of the variance of the teachers ICT use for instructional purposes. Among the significant factors, teachers’ perception and access to ICT facilities and materials predicted significantly teachers’ ICT use for instructional purpose. Based on the findings possible recommendations were also forwarded.
Keywords: Information communication technology, ICT use for instructional purposes, secondary school, preparatory school
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Adam, L (2010). Ethiopia ICT Sector Performance Review 2009/2010.Towards Evidence-based ICT Policy and Regulation Volume Two, Policy Paper 9, 2010. Retrieved from http://www.researchICTafrica.net/publications/Policy_Paper_Series_Towards_Evidence based_ICT_Policy_and_Regulation-Volume_2/Vol%202%20Paper%209%20 %20Ethiopia%20ICT%20Sector%20Performance%20Review%202010.pdf
Addissu L., Abraham K., Ayehunie E., (2011). Evaluative Research on the Professional Competencies of Diploma Graduate of DebreMarkose College of Teacher Education.Journal of Educational Research Volume 1 number 1 Gohtsebah printing press.
Ali M. Q, Nargis ,Rehana N. Yasmeen R, Iqba Z. (2015): ICT Use for Effective Teaching-Learning Process in Secondary Schools in Punjab Province. Asian Journal of Social Sciences & Humanities Vol. 4(3)
Berhane Aradom (2012) International Journal for e-Learning Security (IJeLS), Volume 2, Issues 3/4. Northeast Normal University.
Bingimlas, K. (2009). Barriers to successful integration of ICT in teaching and learning environment: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
Brush, T., Glazewski, K. D. and Hew, K. F.,(2008). Development of an instrument to measure pre-service teachers’ technology skills, technology beliefs, and technology barriers.Computers in the Schools, vol. 25, pp.112-125.
Brush, T., Glazewski, K.D. and Hew, K.F. (2008), “Development of an instrument to measurepre-service teachers’ technology skills, technology beliefs, and technology barriers”,Computers in the Schools, Vol. 25 Nos 1/2, pp. 112-125.
Buabeng-Andoh, C. (2012). An exploration of teachers’ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian second cycle schools.Contemporary Educational Technology, 3(1), 36-49.
Chekol, A. (2009). Ethiopia- 2009 Access to Online Information and Knowledge. Retrieved from Global Information Society Watch: http://www.giswatch.org/country-report/20/ethiopia
Collis, B. (2002). Information technologies for education and training. In Adelsberger, H., Collis, B, &Pawlowski, J. (Eds.) Handbook on Technologies for Information and Training. Berlin: Springer Verlag.
FDRE (Federal Democratic Republic of Ethiopia) (2009) Information and Communication Technology Policy, Draft, Addis Ababa, Ethiopian ICT Development Agency,
Fisseha M. (2011): The Roles of Information CommunicationTechnologies in EducationReview Article with Emphasis to the Computer andInternet, Ethiopian Journal of Education and Science 6(2).
GetnetDemissie (2008). Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey. Australasian Journal of Educational Technology. Retrieved from http://www.ascilite.org.au/ajet/ajet24/bitew.html
Guma A., Faruque A, Muhammad K., (2013); The Role of ICT to Make Teaching-LearningEffective in Higher Institutions of Learning inUganda. International Journal of Innovative Research in Science,Engineering and Technology, 2(8).
Jaway, B. (2003) The Possibility of Backing Distance Learning with Information Technology in Ethiopia’s Universities.
Keengwe, J., G. Onchwari, &Wachir, P. (2008). Computer Technology Integration and Student Learning: Barriers and Promise. Journal of Science Education and Technology 17(6), 560-565.
Kluever, R. C., Lam T. C., Hoffman, E. R., Green, K. E., &Swearinges, D. L. (1994). The Computer Attitude Scale: Assessing Changes in Teachers’ Attitudes toward Computers. Journal of Educational Computing Research, 11 (3), 251-261.
Mueller, J., Wood, E., Willoughby, T., Ross, C., &Specht, J. (2008).Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51, 1523–1537.
Mumtaz, S. (2000).Factors Affecting Teachers’ Use of Information and Communications Technology: A review of the Literature.Journal of Information Technology for Teacher Education, 9(3), 319-342.
Newhouse, P (2002); The Impact of ICT on Learning and Teaching. A literature review by Dr. C. Paul Newhouse for the Western Australian Department of Education. Retrieved from http://www.det.wa.edu/education/cmis/eval/downloads/pd/impactreview.pdf
Omwenga E.I., Waema T. M., &Eisendrath G.E. (2002) “Modeling an E-learning Infrastructure with a Content Calibrator within a Resource constrained Environment”. Proceedings of the 8th International Conference on Technology Supported Learning and Instruction (Online-Education Berlin), Nov 27th: East African Educational Publishers Ltd, 2002
Plomp, T., Anderson, R. E., Law, N., & Quale, (2009), A. “Cross-national information and communication technology: policies and practices in education”. Charlotte, N.C.: Information Age Publishing.
Teo, T. 2008. Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4) 413-424.
Teo, T., Chai C.S., Hung, D. & Lee, C.B. (2008) Beliefs about teaching and uses of technology among pre-service teachers. Asia-Pacific Journal of Teacher Education.
UNESCO (2005): Global Education Digest 2005: Comparing Education Statistics Across the World. Retrieved from http://www.uis.unesco.org/template/pdf/ged/2005/ged2005en.pdf
Vannatta, R. A. & Fordham, N. (2004).Teacher dispositions as predictors of classroom technology.Journal of Research Technology in Education, 36 (3), 253-272.
Yusuf M.O, (2005); “Information and Communication Technology and Education: Analyzing the Nigerian National Policy for Information Technology” International Education Journal Edition 6 Volume 3 P317.
December 2018All Articles