Hallelujah Adane

134 Pages·2015·1.26 MB·English

Addis Ababa University
School of Graduate Studies
Institute of Educational Research

The Status and Utilization of ICT in Sebeta College of Teachers Education
and its Challenges

Belay Ejigu

Addis Ababa, Ethiopia
January 2015
Addis Ababa University
School of Graduate Studies
Institute of Educational Research

The Status and Utilization of ICT in Sebeta College of Teachers Education
and its Challenges

Belay Ejigu

A Thesis Submitted to Institute of Educational Research for the Partial Fulfillment
of the Requirements for the Degree of Masters of Art in Educational Research.

Addis Ababa, Ethiopia

January 2015
Addis Ababa University
School of Graduate Studies
Institute of Educational Research

This is to certify that the thesis prepared by Belay Ejigu, entitled: The Status and Utilization of
Information Communication Technology in Sebeta College of Teachers Education and its
Challenges and submitted in partial fulfillment of the requirements for a degree of Masters of
Arts (Educational Research) complies with the regulations of the university and meets to
accepted standards with respect to originality and quality.

Signed by the examining committee:

Advisor Signature Date

Examiner (Internal) Signature Date

Examiner (External) Signature Date

Chair of Department or Graduate Program Coordinator
Acknowledgements
Praise the almighty God for His continuous help in the process of doing this thesis. My advisor,
Dr. Berhanu Abera, has been a great help in giving me his most professional knowledge of
advices continuously. If there had not been his support, the accomplishment of this study would
have been in doubt. Really thank you is not nearly enough for him. To my family, I appreciate
each of you for all that you have done and continue to do for me each and every day. I attribute
this, and all future successes as a result of this achievement, to you. I also wish to thank all
administrative staff of Sebeta College of Teachers Education for their cooperation & facilitations
and letting me collect data for my thesis in the College, all student respondents of my
questionnaires and all instructor respondents in Sebeta College of Teachers Education for their
precious time and cooperation.

i
Table of Contents
Acknowledgements………………………………………………………………...………………i
Table of Contents ………………………………………………………….………………...……ii
List of Tables …………………………………………………………………………….……....vi
List of Figurers ………………………………………………………………………...….….…vii
List of Appendices …………………………………………………………………………......viii
Abbreviations and Acronyms …………………………………………………………………....ix
Abstract………………………………………………………………………………………......xi
1. CHAPTER ONE: INTRODUCTION…………………….……………..……..……………1
1.1 Background of the Study………………………………...…………..……………1
1.2. Statement of the Problem………………………...……………………..…………4
1.3. Research Questions…………………………………………………..……………5
1.4. Objectives of the Study…………………………………………..…..……………5
1.4.1. General objective…………………………...……………..……………5
1.4.2. Specific objectives………………………………………..……….……5
1.5. Significances of the Study…………………………………………..………….…6
1.6. Scope of the Study……………………………………………….…..……………6
1.7. Limitations of the Study……………………………………………..……….……6
1.8. Operational Definition of Terms………………………………...…..……………7
1.9. Organization of the Study……………………………………..……..……………7
2. CHAPTER TWO: REVIEW OF RELATED LITERATURE……………….....…..….…9
2.1. Overview of Ethiopian Education System…………...……..……..………….…9
2.2. What are Information Communication Technologies? ……………...…………11
2.3. General Education Quality Improvement Package (GEQIP) in Ethiopia………14
2.4. Ethiopian National ICT Policy (NICTP) ………………………………….……15
2.5. Theories of Learning and Instructional Technology in Education. ……….……18
2.6. The Roles of Information and Communication Technologies in Education……20
2.6.1. ICT Enhancing Teaching and Learning Process………………….……22
2.6.2. ICT Enhancing the Quality and Accessibility of Education…...………24

ii
2.7. Facilitating and Inhibiting Factors in Using ICT in Education………………... 26
2.7.1. Facilitating Factors in Using Information Technologies in Education...26
2.7.2. Inhibiting Factors in Using Information Technologies in Education….27
2.7.2.1. Content and curriculum….…………………………….…27
2.7.2.2. Appropriateness and efficacy………………………….…27
2.7.2.3. Stakeholders‟ Resistance………………..…………….…28
2.7.2.3.1. Teachers‟ Resistance ………..…………….…28
2.7.2.3.2. Institutional Barriers……………….…..….…28
2.7.2.3.3. Student Barriers………………..………….…28
2.8. E-school or e-Learning Initiatives in Ethiopia……………………………….…29
2.8.1. The ICT Park……………………………………………………….…31
2.8.2. WoredaNet………………………………………………………….…31
2.9. The Roles of Teachers, Students and College governing Bodies in Integrating
Information Communication Technologies in Education………...………….…31
2.10. ICT in Learner-Centered Education (LCE) …………………..…………….…33
2.11. Conceptual Model of the Study………………………………………………..35
3. CHAPTER THREE: RESEARCH METHODOLOGY …………………………..….…37
3.1. Research design ………………………………………………...………………38
3.2. Research Setting ………..……………………….………………………………38
3.3. Participants of the Study ………………………………………..………………38
3.4. Instruments of Data Collection……………………………….…………………39
3.4.1. Questionnaire…………………………………….…..……………………39
3.4.2. Interview………………………………….………….……………………40
3.4.3. Observation………………………………………………..………………40
3.5. Validity and Reliability of Data Collection Instruments……………....……………40
3.5.1. Validity of Data Collection Instruments……………………..……………40
3.5.2. Reliability of Data Collection Instruments……………..…………………41
3.6. Procedure of the Study……………………………………………………………....42
3.7. Ethical Consideration………………………………………………..………………43

iii
4. CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, AND DISCUSSION…….44
4.1. Characteristics of Respondents………………………………………..……………45
4.1.1. Characteristics of Student Respondents……………...……………………45
4.1.2. Characteristics of Instructor Respondents……………………………...…46
4.1.3. Characteristics of Administrator Respondents………………….…………47
4.2. Utilization of ICT Tools by Instructors during Teaching-Learning Process…….….48
4.2.1. Purpose of Using Computers……………………………………...………50
4.2. 2. Places of Using Computers…………………………………………….....51
4.2. 3. Students‟ Reasons for Not Using Computers………………………….....53
4.2.4. Students‟ Rate the Status of the Computer and Access of Other
ICT Tools……………………………………………………………......54
4.2.5 Trainings Given to the Instructors and Students………………...….……55
4.2.6 Places Where Trainings Given to the Instructors and Students...…..……56
4.2.7 Benefits of the Usage of ICT for Instructors and Students………………58
4.2.8 ICT Related Problems that Need Urgent Solution…………..…...………60
4.2.9 ICT Related Policy……………………………………………………….61
4.2.10 ICT Related Skills of Instructors and Administrators…………...………62
4.2.11 Levels of Technology Implementation in Sebeta College of Teachers
Education………………………………………………………...………64
4.2.12 Problems on the usage of ICT in Education………………..……………67
4.3. Discussion and Interpretation of the Findings………………………………………67
4.3.1. Utilization of ICT tools by instructors during teaching-learning process…67
4.3.2. Reasons for not Using Computers…………………………………...........69
4.3.3. Trainings given to the Instructors and Students………...…………………69
4.3.4. Benefits of the usage of ICT for instructors and students………....………70
4.3.5. ICT related Problems……………………………………………………...71
4.3.6. ICT related skills of Instructors and Administrators……………....………72
4.3.7. ICT Related Policy………………………………………………...………72
4.3.8. Levels of Technology Implementation in SCTE……………………….....73

iv
5. CHAPTER FIVE: SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND
IMPLICATIONS FOR FUTURE RESEARCH………...…………….……..…...………74
5.1. Summary of the Main Findings…………………………………………………......74
5.2. Conclusions……………………………………………………………………….....77
5.3. Recommendations…………………………………………………………...………78
5.4. Implications for Further Research…………………………………………………..80
References …………………………………………………………………………….....81
Appendices…………………………………………………………………………….....93

v
List of Tables
Table: 1 Inhibiting and Facilitating Factors for e-learning
Table2.A: Student participants
Table2. B: Instructor participants
Table2. C: Administrator participants
Table 3: Usage of ICT tools by instructors during teaching-learning process.
Table: 4 Purpose of using computers
Table 5 A: Places of using computers
Table 5 B: Students‟ reason for not using computers
Table 6: Students rate the status of the computer and access of other ICT tools
Table 7: Trainings given to the instructors and students
Table 7 A: Places where trainings were given to the instructors and students
Table 8: Benefits of the usage of ICT for instructors and students
Table 9: ICT related problems need urgent solution
Table 10: ICT Related Policy of administrations
Table 11: ICT related skills of Instructors and Administrators
Table 12: Levels of Technology Implementation in SCTE

vi
List of Figurers
Figure 1: Conceptual model of the study

vii