FACTORS INFLUENCING ICT ADOPTION IN SECONDARY SCHOOLS: A CASE STUDY OF SECONDARY SCHOOLS IN WEREDA KEYH TEKLI, CENTRAL ZONE, TIGRAY REGION, ETHIOPIA

Abstract

The advent of Information and Communication Technology (ICT) has opened up tremendous opportunity and challenges in our quest for meeting the global demands of globalization and economic development. The purpose of this study was to determine factors that influence ICT adoption in secondary schools in wereda keyh tekli central zone of Tigray Region Ethiopia the specific objectives were as follows, To determine the influence of in-service support offered to teachers on adoption of ICT in teaching and learning in secondary schools in wereda keyh tekli to identify the influence of teachers‟ attitudes towards adoption of ICT in teaching and learning in secondary schools wereda keyh tekli and to examine if subject area is influences the adoption of ICT in teaching and learning in wereda keyh tekli.), which is used in studying individual’s technology adoption. This study adopted a descriptive methodology design where by quantitative tools and qualitative tools were used to collect data. The target populations of this study were 1156students and 4 public secondary schools, 7teachers and 7principalsand vice principals in wereda keyh tekli. The study used a sample of 2 secondary schools, 3 teachers and 297studentsselected using lottery system that means simple random sampling, 4principals(2directors and2vice directors)and supevisor selected by purposive sampling. Questionnaires were used to collect data from students and interview questionnaires also collected from teachers, principals and supervisors; Quantities data was analyzed using descriptive statistics. The findings from different data sets were synchronized during the presentation and discussion. From the foregoing, Study found out that adoption of ICT was a major In luence on teaching and learning in secondary schools, which was a clear indication that schools appreciated the role of ICT in education. However, there were a small number of respondents who felt that ICT had no major influence on teaching and learning. It is essential to note that the respondents only differed on the degree of influence of ICT on teaching and learning. The study found out that secondary schools offered different kinds of support to their teachers, especially those who have adopted ICT in their teaching and learning. There was a relatively even distribution in terms of area of support by schools to the teachers who have adopted ICT in teaching. The study revealed that the teacher’s attitude influenced their levels of adoption of ICT as a tool in teaching and learning. The study found out that thescience oriented subjects were most compatible in terms of curriculum with ICT adoption. The main conclusion from the study was that from the findings, the study found that adoption of ICT influences teaching and learning positively to secondary schools. Teachers were also supported in adopting ICT as a tool in teaching and learning. Teacher’s attitude influences their adoption of ICT where by their attitude is determined by their education levels. The use of ICT as a tool in subject’s areas was determined by the subject’s content and the study concluded academic performance followed by full ICT infrastructure were compatible with ICT. The study recommends that the institutions alongside the ministry of Education should find a way to increase the time period of class lesson with reliable resource materials. This will increase the teacher/ student exposure to the technology thus improves on the learning and teaching rate. The institutions environment should be designed to accommodate ICT. Infrastructure such as laboratories should be equipped well than the current status to be able to aaccommodate more number of students.