Browsing by Author "Abebe, Genene"

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    Instructors’ Pattern of Ict Use and the Associated Factors: A Mixed Methods Approach
    (Addis Ababa University, 2015-04) Abebe, Genene; Asgedom, Amare (PhD)
    The purpose of this study was to explore instructors’ patterns of ICT use in the teaching-learning process and to examine what factors influence such patterns of ICT use. The study was conducted at one public higher education institution in Ethiopia. The study site was selected based on its relatively earlier adoption of ICT in the teaching-learning process. The theoretical framework that was used in this study was a composite of three theories: Rogers’ diffusion of innovations theory, the model of teacher thought and action by Clark and Peterson, and the theory of reasoned action. Empirical evidences from previous studies were also used to guide this study. Exploratory research question, mixed methods research question, and confirmatory research question, which require the application of a mixed methods research approach, were addressed in this study. Semi-structured interview and observation were used to collect qualitative data. The Academic Vice President, Representative of the ICT Directorate Office and 14 instructors participated were interviewed. Questionnaire was used to collect quantitative data. It was distributed to 300 randomly selected instructors. Out of these, responses from 230 instructors were used for analysis. Thematic analysis was used to analyze the qualitative data. Descriptive and multiple regression analyses were used to analyze the quantitative data. Five categories of instructors’ patterns of ICT use in the teaching-learning process emerged from this study: ICT as a course preparation tool, ICT as a presentation tool, ICT as an information-exchange tool, ICT as a collaboration tool, and ICT as a cognitive tool. The study also identified variables that influence instructors’ patterns of ICT use in the teaching-learning process. Six variables were found to have significant contribution to explain variance in instructors’ patterns of ICT use. These variables included instructors’ competence in ICT use, instructors’ age, instructors’ personal innovativeness in the domain of ICT, instructors’ pedagogical belief, instructor-perceived nature of course, and instructor-perceived readiness of students to use ICT in their learning. Two major conclusions were drawn from this study: (1) Instructors’ patterns of ICT use in the teaching-learning process fall in a continuum between use of ICT as a course preparation tool and use of ICT as a cognitive tool; (2) Instructors’ patterns of ICT use can be predicted by their age, competence in ICT use, pedagogical belief, level of innovativeness in the domain of ICT, perception about nature of the course they teach in relation to ICT use, and perception about readiness of students to use ICT in their learning. This study has made three major contributions. One of the contributions of the study is the development of a model that helps to illustrate instructors’ patterns of ICT use in the teaching-learning process. The second is the development of a regression model that can be used for predicting instructor’s patterns of ICT use. The third contribution is the development of a model that explains variance in instructors’ patterns of ICT use. Key words: ICT, Pattern of ICT use, ICT as a cognitive tool, personal innovativeness in the domain of ICT, Pedagogical belief.
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    Instructors’ Patterns of Ict Use and the Associated Factors at A Public University in Ethiopia
    (Addis Ababa University, 2005-04) Abebe, Genene; Asgedom, Amare (PhD)
    The purpose of this study was to explore instructors’ patterns of ICT use in the teachinglearning process and to examine what factors influence such patterns of ICT use. The study was conducted at one public higher education institution in Ethiopia. The study site was selected based on its relatively earlier adoption of ICT in the teaching-learning process. The theoretical framework that was used in this study was a composite of three theories: Rogers’ diffusion of innovations theory, the model of teacher thought and action by Clark and Peterson, and the theory of reasoned action. Empirical evidences from previous studies were also used to guide this study. Exploratory research question, mixed methods research question, and confirmatory research question, which require the application of a mixed methods research approach, were addressed in this study. Semi-structured interview and observation were used to collect qualitative data. The Academic Vice President, Representative of the ICT Directorate Office and 14 instructors participated were interviewed. Questionnaire was used to collect quantitative data. It was distributed to 300 randomly selected instructors. Out of these, responses from 230 instructors were used for analysis. Thematic analysis was used to analyze the qualitative data. Descriptive and multiple regression analyses were used to analyze the quantitative data. Five categories of instructors’ patterns of ICT use in the teaching-learning process emerged from this study: ICT as a course preparation tool, ICT as a presentation tool, ICT as an information-exchange tool, ICT as a collaboration tool, and ICT as a cognitive tool. The study also identified variables that influence instructors’ patterns of ICT use in the teaching-learning process. Six variables were found to have significant contribution to explain variance in instructors’ patterns of ICT use. These variables included instructors’ competence in ICT use, instructors’ age, instructors’ personal innovativeness in the domain of ICT, instructors’ pedagogical belief, instructorperceived nature of course, and instructor-perceived readiness of students to use ICT in their learning. Two major conclusions were drawn from this study: (1) Instructors’ patterns of ICT use in the teaching-learning process fall in a continuum between use of ICT as a course preparation tool and use of ICT as a cognitive tool; (2) Instructors’ patterns of ICT use can be predicted by their age, competence in ICT use, pedagogical belief, level of innovativeness in the domain of ICT, perception about nature of the course they teach in relation to ICT use, and perception about readiness of students to use ICT in their learning. This study has made three major contributions. One of the contributions of the study is the development of a model that helps to illustrate instructors’ patterns of ICT use in the teaching-learning process. The second is the development of a regression model that can be used for predicting instructor’s patterns of ICT use. The third contribution is the development of a model that explains variance in instructors’ patterns of ICT use. Key words: ICT, Pattern of ICT use, ICT as a cognitive tool, personal innovativeness in the domain of ICT, Pedagogical belief
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    Instructors’ patterns of Ict use and the associated factors at a public University in Ethiopia
    (Addis Ababa Univerisity, 2015-04) Abebe, Genene; Asgedom, Amare(PhD)
    The purpose of this study was to explore instructors’ patterns of ICT use in the teachinglearning process and to examine what factors influence such patterns of ICT use. The study was conducted at one public higher education institution in Ethiopia. The study site was selected based on its relatively earlier adoption of ICT in the teaching-learning process. The theoretical framework that was used in this study was a composite of three theories: Rogers’ diffusion of innovations theory, the model of teacher thought and action by Clark and Peterson, and the theory of reasoned action. Empirical evidences from previous studies were also used to guide this study. Exploratory research question, mixed methods research question, and confirmatory research question, which require the application of a mixed methods research approach, were addressed in this study. Semi-structured interview and observation were used to collect qualitative data. The Academic Vice President, Representative of the ICT Directorate Office and 14 instructors participated were interviewed. Questionnaire was used to collect quantitative data. It was distributed to 300 randomly selected instructors. Out of these, responses from 230 instructors were used for analysis. Thematic analysis was used to analyze the qualitative data. Descriptive and multiple regression analyses were used to analyze the quantitative data. Five categories of instructors’ patterns of ICT use in the teaching-learning process emerged from this study: ICT as a course preparation tool, ICT as a presentation tool, ICT as an information-exchange tool, ICT as a collaboration tool, and ICT as a cognitive tool. The study also identified variables that influence instructors’ patterns of ICT use in the teaching-learning process. Six variables were found to have significant contribution to explain variance in instructors’ patterns of ICT use. These variables included instructors’ competence in ICT use, instructors’ age, instructors’ personal innovativeness in the domain of ICT, instructors’ pedagogical belief, instructorperceived nature of course, and instructor-perceived readiness of students to use ICT in their learning. Two major conclusions were drawn from this study: (1) Instructors’ patterns of ICT use in the teaching-learning process fall in a continuum between use of ICT as a course preparation tool and use of ICT as a cognitive tool; (2) Instructors’ patterns of ICT use can be predicted by their age, competence in ICT use, pedagogical belief, level of innovativeness in the domain of ICT, perception about nature of the course they teach in relation to ICT use, and perception about readiness of students to use ICT in their learning. This study has made three major contributions. One of the contributions of the study is the development of a model that helps to illustrate instructors’ patterns of ICT use in the teaching-learning process. The second is the development of a regression model that can be used for predicting instructor’s patterns of ICT use. The third contribution is the development of a model that explains variance in instructors’ patterns of ICT USE.
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    Occupational Standard For Ict Technicians Versus Requirment of . The Labor Market In Selected Ten Governmentipriv Ate Organizations
    (Addis Ababauniversity, 2007-07) Abebe, Genene; K. EagavaUi
    The labor market requirement versus Occupational Standard for leT Technicians I I Thi thesis addres es what skills and knowledge the labor market requires from ICT technicians who graduate from Technical and vocational education & training institutes and colleges. It also analyses the occupational standard for ICT technicians and finds out the gap between the labor market demand and I the 0 for 1 T technicians. The major objective of this study is to investigate the degree of responsiveness of the 0 for ICT technicians to needs of employers. I. The research approach employed in this study is the qualitative research approach. The research design employed in this research is multiple-case studies. Selection of research settings and sources of data was mainly based on purposive sampling technique. J 0 organizations were chosen by purposive sampling. J 7 I lCT technicians were involved in this study from the selected J 0 organizations. The data collection methods included open-ended questionnaires, interview and document analysis. Sources of data were human resource officers of J 0 organizations, lCT technicians in the organizations, I industry represenlatives who involved in the development of the as for lCT technicians, representative ft·01n MOE and representative from GTZ Representative from MOE and representative from GTZ were chosen based on their availability. Two industry representatives, who participated in the development of I the Os, were selected purposively for the interview. The data obtained were qualitatively analyzed. The analysis methods used in this research were withincase analysis, cross-case analysis and OS gap analysis. I The major findings of the study were the following: • No adequate market information was gathered before developing the occupational standard for I I lCT technicians. • Almost all the industry representatives who involved in the development of the occupational standard were not ICT technicians. • There is mismatch between the skills and knowledge that are listed in the occupational standard and the skills and knowledge that the labor market seeks from ICT technicians. • The occupational standard for ICT technicians was found to be insuffiCiently responSive to changing employers ' needs as well as the existing employers' need. It is very important to gather suffiCient market information to develop OS that is sufficiently responsive to current and future skills needs of employers. Using only one method to gather labor market information is not sufficient. As the OS was found to respond to the labor market demand insufficiently, the researcher recommends that the OS should be revised before it is implemented at I nationalleve!. Finally, it is recommended that further needs analysis is needed to develop OS that fully responds to the present and future demands of employers