Challenges in Using Information and Communication Technology(Ict) Among Secondary Schools Teachers of Yeka Subcity, Addis Ababa City Administration
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Date
2022-06
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Addis Ababa University
Abstract
The purpose of this study was to examine the challenges in using ICT among secondary school
teachers in Yeka Sub-city, Addis Ababa City Administration. Furthermore, the study investigated
the opportunities teachers obtain in using ICT. A descriptive survey design with a mixed methods
approach was employed. Four public secondary schools were selected deliberately based on
their location to address each corner of the sub-city. A systematic random sampling technique
was employed to identify 201 sample teachers for the questionnaire. A purposive sampling
technique is used to select school principals, and a comprehensive sampling technique was
employed for ICT teachers' selection. As a result, four school principals, one from each sample
school for interviews, and all ICT teachers in the sampled four schools were incorporated into
the study in focus group discussion. The data obtained from the questionnaire was analyzed
using percentage and mean as statistical methods. Focus group discussions and interviews were
analyzed thematically in narrative form. The finding showed that the availability and use of
computers, LCD projectors, videos, printers, laptops, smartphones, plasma televisions, and the
internet were inadequate. The lack of internet connectivity; fluctuation (interruption) of power
supply; high cost of hardware and software; computers being very old and slow; and computer
illiteracy among teachers were the secondary challenges teachers encountered. Besides, lack of
support to develop the spirit of collegiality and lack of encouragement to teachers for their own
self-professional improvement were also considered as the major problems related to
supervisory practices. Based on this, it was recommended that the City Administration Education
Bureau should take appropriate measures, including the supply of adequate materials and
professional support to the Sub-city as well as the schools. The provision should also include
providing ICT laboratories with the necessary accessories to provide modern ICT education in
schools, as well as providing administrative support for ICT teachers to fill gaps in their
knowledge, roles, and skills required by the profession, so that they can better assist learners
and improve the quality of their learning.
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Keywords
Information and Communication Technology(Ict)