Evaluating integrated use of information technologies in secondary schools of Ethiopia using design‐reality gap analysis: A school‐level study

Abstract

The purpose of this study was to examine the level of readiness of Ethiopian secondary education systems in terms of access to technologies and preparedness in skills and motivation for the integrated use of information communication technologies (ICT) for quality education. To serve this end, a Design‐Reality Gap Analysis approach was employed. Relevant data were collected from teachers, students, and school leaders through a questionnaire survey, and the result was cross‐examined against the national goals and strategies. The Design‐Reality Gap Analysis of integrated use of ICT in classroom teaching in Ethiopian secondary schools thus far revealed fewer successes and widespread challenges in the country's discourse to achieve the 2016‐2020 national targets. The study showed that students have better access to mobile phones and other technologies at home and outside of schools. Major school‐level factors for the gap observed were delay in implementation of a nationwide e‐cloud based ICT infrastructure, lack of coordination for the pedagogical use of ICT, and insufficient capacity building training for teachers and school leaders. This suggests the importance of a strategy that integrates inside‐ and outside of schools ICT resources and services for improved use of ICT in student learning.

The effect of information technologies on the development of moral values of future teachers based on innovations in education

“…According to Bati et al (2021), first of all one's work is done with access to technologies for the integrated use of information technologies for quality education, skills and motivation. In terms of the level of readiness, the secondary education system in Ethiopia aims to examine student learning and as a result for better use of information technology in in-school and out-of-information technology resources and services they concluded that they revealed the importance of an integrated strategy.…”

Headmaster Perception of The Implementation of The Curriculum Principle Content (Catch-Up Plan) of Sri Aman Area, Sarawak

“…Policymakers should focus on improving the learning resources available to rural schools across the region, especially in response to a lack of technological resources they are to develop students' digital competencies (Bati & Workneh, 2021;Josic et.al., 2022).…”

Evaluasi Kesuksesan Sistem Informasi Pelaporan dan Monitoring Kota Layak Anak dengan Model Design-Reality Gap

“…Mengevaluasi secara sosial dan teknis tantangan digitalisasi layanan penyuluhan pertanian di Ethiopia (Atinaf et al, 2020). Menguji tingkat kesiapan sistem pendidikan menengah Ethiopia yang terintegrasi teknologi komunikasi informasi (TIK) untuk pendidikan berkualitas (Bati & Workneh, 2021).…”