Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Information Communication Technology Appraisal

for Enhancement of Quality Education in North-
Wollo District, Amhara Region, Ethiopia
Lema Misgan*, Andualem Chekol
1
Department of information technology, institute of technology, Woldia University, Ethiopia

Abstract:- An attempt has been done in this study to school encounters to work rehearses; to help make
assess the status and challenges of information monetary suitability for tomorrow's laborers, add to radical
communication technology (ICT) for the enhancement changes in school; to reinforce instructing and to give
of quality education in Ethiopian secondary schools. chances to an association between the school and the world
The study examined the availability and status of ICT (Ajayi, 2009). There are various advantages gotten from the
infrastructures, electricity, characterizing the levels of utilization of ICT instruments in improving quality training,
challenges of ICT, skills, and capability as well as the for example, the capacity for the student to pick when to
perception of teachers and principals towards ICT. The learn regardless of the topographical area without stress
descriptive survey design using a mixed research (Birhanu Moges, 2013). Furthermore, ICT likewise
methodology was used. A total of 375 samples were empowers students to find and investigate new
randomly and purposely selected from teachers, developments from specialists around the world (Birhanu
principals, and students in four schools of north-Wollo Moges, 2013). Thirdly, the presence of ICT into the
district in the Amhara region. A self-designed training framework will empower the conveyance of
questionnaire prepared for secondary schools and ICT educators to understudies, checking of student progress and
was used to collect the data for the study. Data collected evaluation should be possible opportune (Birhanu Moges,
for the study were analyzed using descriptive statistics 2013). (Olurunsola, 2007) expressed that through ICT,
such as percentage scores and frequency counts. As the instructive necessities have been met; it changes the
finding showed, the unavailability of ICT devices, requirements of training just as the potential procedures.
inconsistent technology usage by teachers and staff
because of lack of computer, poor internet connection As indicated by Oduma, 2014), ICT increment student
and lack of ICT skills make ICT infertile in enhancing inspiration and commitment, encourage the securing of
the quality of education. Moreover, the result of the essential aptitudes, encourages e-learning, encourages
study indicated that several other factors pull back the instructor re-preparing, holding and up-dating of least
implementation of ICT at the schools. Therefore, it is scholarly standard and arrangement of virtual library
recommended that the responsible principals should administrations. Additionally, (Anthony O., 2012) likewise
increase the budget for ICT infrastructures in schools portrayed extra advantages of ICT are worldwide access to
and ICT skills should be a mandatory skill for teachers. information, instant sharing of understanding and best
Policymakers should adopt a hybrid ICT integration practice, self-guided, incitements of experiential picking
model that takes into account comprehensive factors up, opening windows for new reasoning, an environment of
tailored to both technological and pedagogical aspects development, demonstrate and owing innovation.
are recommended. Observing at the advantage of schooling in population-
building and the populace blast in the secondary schools
Keywords:- Amhara region, Challenges, ICT, Quality of now a day, the usage of ICT in the teaching-learning
education. progression becomes vital (Ajayi, 2009). Instructing and
learning have gone past the educator remaining before a
I. INTRODUCTION gathering of understudies and dispersing data to them
without the understudies' satisfactory cooperation. The
A. Overview of ICT as a tool for quality education creator depicted that with the guide of ICT, instructors can
Ozoji in Jimoh (2007) characterized ICT as the take understudies past conventional cutoff points, guarantee
controlling and treating of information (images, texts, their satisfactory interest in the educating and learning
instruction, graphs) for use employing electronic and process and make essential conditions to test and
specialized gadgets, for example, PCs, cameras, and phone. investigate Ajayi, 2008).
(Ofodu, 2007) likewise allude to ICT as electronic or
mechanized gadgets, helped by human and intelligent Instructors as a key in of the teaching should have
materials that can be utilized for a wide scope of instructing innovative education including 1) application of technology
and learning just as for individual use. These days, the spot in Instruction, 2) basic computer operations and concepts 3)
of ICTs in instruction and the world, can't be undermined. personal and professional use of technology
Data and correspondence innovation has the possibilities to (Aktaruzzaman, 2011). (Nwosu and Ugbomo, 2012),
quicken, advance, and extend expertise; to persuade and portrayed that ICT significantly encourage the obtaining of
draw in understudies in figuring out how to help relate information, offering nations extraordinary chances to

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
upgrade instructive frameworks, improve strategy plan and integrate and adopt ICT into various levels of the
execution, and enlarge the scope of chances for business educational system. ICT integration model refers to the use
people. of computer systems and the Internet to support teaching
and learning experience across the curriculum in the
ICT has affected the quality and amount of education system.
instructing, learning and research in the custom or
potentially separation training foundations utilizing it Some studies examine the integration and adoption of
(Gloria O., 2013). Indeed, even most correspondence ICTs for teaching and learning in various contexts.
specialists in the field of training concur that when (Tomaro, 2018) and (Sang, G., 2010) argues that techno-
appropriately utilized, ICT innovation holds an centric approach to ICTs in education may not bring its
extraordinary guarantee to improve educating and learning promising result, rather, policymakers, should look into and
(Ubogu, 2012). explore a comprehensive integration processes that take
Along these lines, if Ethiopia as a country needs to improve into account various factors, such as ICT skill and
quality in education the basics of ICT technologies in its knowledge, the attitudes of both teachers and students play
education framework need critical consideration (Birhanu a great role in ICT integration in education system. (Oye N.
Moges, 2013). Improving the nature of instruction and D., 2012) presented the benefits of integrating ICT in
preparing is a basic issue, especially during a period of school counseling are so great that there is no need
instructive extension. ICT can improve the nature of justification as to why there is an urgent need to undertake
education in different ways; this incorporates expanding integrating ICT in school counseling for the basic
student inspiration and commitment, encouraging the education.
securing of essential abilities, and upgrading instructor
preparing, (Aktaruzzaman, 2011). According to (Capuk, S., 2015), to integrate ICT into
the educational system, curriculum development in the ICT
Regardless of whether there might be many pulling knowledge domain should be given great emphasis on
factors for poor education quality, but utilizing ICT various categories of knowledge such as Content
improperly, educators' ICT competency, understudies' ICT Knowledge, Curriculum knowledge, Pedagogical content
abilities, tendency and inspiration to utilize ICT, ICT and knowledge and Knowledge of learners. (Ng, W.K., 2009),
instructive framework integration point, ICT foundations, pointed out that a great emphasis should be given capacity
electricity issues were surveyed. The general goal of the building in technology integration that might be of
investigation was to evaluate the status and difficulties of relevance based on the needs of a given country, as shown
ICT innovations for the improvement of education quality in figure 1. Furthermore, the author argued that there is a
on Kobo and Lalibela secondary schools. According to our tendency to emphasize the installation of ICT over the
survey made, then north-Wollos’ secondary schools had seamless integration of ICT in teaching and learning i.e.,
poor ICT infrastructures, poor ICT competency of teachers, making ICT a part of the education setting and ensuring
very weak student to computer ratio, lack of internet- that it results in improved learning outcomes and qualify
connected laboratories, lack of awareness of teachers and learner engagement. However, Policymakers should clearly
principals in educational technologies. state how the process of adoption and integration of ICT
into the educational system should proceed; determine the
B. ICT Integration model into the curriculum educational purposes that technologies are to serve before
The promise of Information Communication they brought on implementation. It is important to note that
Technology (ICT) into the education system is crucial and ICT is only a tool and as such, it cannot compensate for
will remain to be a subject of great significance. One weakness in education policy.
intriguing question that gets great attention is how to

Fig 1:- Stages of ICT integration Ng, W.K, (2009)

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
As is illustrated in figure -3, in the first stage, teachers the data were collected through interviews, observation and
and learners are exposed to discover ICT tools and their focus group discussion was conducted using purposive
general functions and uses, and the emphasis is given ICT sampling from the non-probability sampling technique.
literacy and basic skills. The second stage involves how to
use ICT tools, and making use of them in different The testing size would be 375 and chosen dependent
disciplines (subjects). This includes the use of general as on Yamane's formula (Kasiulevičius, 2006), for finding a
well as a particular application of ICT tools, and it relates minimum sample size from a known population. The
to applying stages. In the third stage, there is a clear formula is.
understanding of how and when to use it. This implies the
ability to recognize situations where ICT will be a potential N
𝑛= Where n=the sample size
1+N𝑒 2
solution to solve real problems. This relates to the infusing
stage.
N= the size of the population and e= the error of 5
percentage or with the confidence coefficient of 95%
At the final stage, it is the process of transforming the
(Kasiulevičius, 2006).
learning situation via the use of ICT. This stage requires a
new way of approaching a teaching-learning environment
As per data from the North-Wollo zone education
with well customized and fine-tuned ICT tools.
office, the schools have the sum of 6051 population. So we
had had a sample size of n=6051/1+6051(0.05)2=375.
This paper is divided into parts. Part 1 was about the
introduction, part 2 is about methods and techniques, part 3
D. Methods of Data Collection
is about result and discussion, part 4 is about conclusion
To get adequate and complementary information for
and recommendation finally the last part is a list of
the study, a diverse set of data gathering instruments were
references.
employed. Observations were used since to get contextual
information especially the level of ICT infrastructures,
II. RESEARCH METHODS
available infrastructures types, their qualities, teacher's and
students' level of competence in the schools were observed.
A. Description of the Study Area
A questionnaire composed of both closed-ended and open-
North-Wollo is situated in the northern course of
ended questions, to draw out information on respondents’
Addis Ababa. The focal point of the zone is Woldia town
attitudes and beliefs as well as ICT skills towards ICT in
and the town is around 521-kilo meters away. According to
improving the quality of education. Interview of school
the central statistical agency of Ethiopia (CSA, 2007), the
principals, ICT teachers and technicians to get the overall
zone has an all-out populace of 1,500,303. In this zone,
status of ICT infrastructures and FGD was also used to
there were a total of 73 secondary schools. The objective
strengthen all the collected data using other instruments
schools were chosen dependent on efficient arbitrary
from all of principals, general course teachers, ICT
examining utilizing a lottery strategy wherein the 73
teachers, technicians, and students.
secondary schools were recorded on paper by separating
into two gatherings A) bunch I, were schools with
E. Method of Data Analysis
acceptable ICT foundation for the most part PC and related,
Descriptive statistics analysis techniques such as
B) bunch II schools with some way or another less
frequency counts and percentage scores were used.
framework, because of their gathering, schools chose by
Qualitatively the data were analyzed through narration
lottery method and from that has great ICT framework
which consists of analyzing the contents of all verbal and
Lalibela was chosen and from less foundation kobo was
written materials, which made it appropriate to analyze
chosen.
both documents collected through data collection tools of
the interview, FGD, and observation.
B. Nature and Types of Data and Research Design
The descriptive survey was used for this study in
III. RESULT AND DISCUSSION
which a blend of both quantitative and qualitative data was
collected and analyzed.
A. Result:
Lalibela secondary schools have a total of 2582
C. Sampling Techniques and Procedures
students and 226 computers. The student to computer ratio
The sampling technique was blended (probability and
is 11:1. However, the school has only 66 instructional
non-probability) types of sampling techniques. Simple
computers and the other 160 computers are only used for E-
random sampling and stratified random sampling from
learning and are not used for day to day instructions.
probability sampling techniques were applied. But some of

No Recommended Ratio Kobo Ratio Lalibela Ratio

1 3:1 (Student to computer) 80:1 (26.6 times of the recommended 39:1(13 times of the
ratio) recommended ratio)
Table 1:- Student to computer ratio comparison

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
A comparison of teacher’s purpose of using computers and an internet in the schools indicated in Figure 2, below.

Fig 2:- Teacher’s ICT tools usage

NB. 1) Using computers for common day to day tasks indicates Microsoft office applications, internet browsing, and online
education, using an LCD projector in a class, using ICT machines (printers, scanners, copiers).2) Using Computers for educational
purposes indicates:- Preparing a teaching material, teaching in the classroom using ICT tools, for educational video tutorials, for
research. 3) Using the internet for social media indicates:- For face-book, Telegram, Imo, Whatsup, Viber.

o Explanation of basic ICT related abilities High Medium Low None

N

Rate Frequency Rate Frequency Rate Frequency Rate Frequency

(%) (%) (%) (%)
1 Working with word-processor applications 11/40 27.5 12/40 30 9/40 22.5 8/40 20
(example: Microsoft Word)

2 Working with spreadsheet applications 7/40 17.5 10/40 25 12/40 30 11/40 27.5
(example: Microsoft Excel)

3 Working with databases tools 7/40 17.5 5/40 12.5 8/40 20 20/40 50
(Example: Microsoft Access)
4 Ability of using electronic mail 12/40 30 2/40 5 10/40 25 16/40 40

5 Searching data using search engines 16/40 40 9/40 22.5 4/40 10 11/40 27.5
(example: Google, yahoo)

6 Using online teaching and learning 5/40 12.5 1/40 2.5 10/40 10 24/40 60
materials
7 Uploading and downloading different 15/40 37.5 6/40 15 6/40 15 13/40 32.5
materials
8 Using educational e-libraries 5/40 12.5 9/40 22.5 7/40 17.5 19/40 47.5

9 Working with PowerPoint (presentation 7/40 17.5 5/40 12.5 11/40 27.5 17/40 42.5
tools)
10 Skills to use LCD projector for teaching 3/40 7.5 4/40 10 10/40 25 23/40

11 Abilities to operate printers and related 10/40 25 8/40 20 7/40 17.5 15/40
peripherals
Table 2:- Competency of teachers on ICT

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Keys: HighI have good experience on it.
MediumI have some experience on it.
LowI have seen how people use it.
None I have no experience on it.

Fig 3:- The challenges of ICT to enhance the quality of education

B. Discussion The study evaluates the status of the schools using the
The student-to-computer ratio recommended by the above indicators and criteria. Kobo secondary schools have
U.S. Department of Education is 3:1, according to (Lucinda a total of 3225 students and 160 computers. Therefore, the
Gray, 2010). According to the president's committee of student to computer ratio is 20:1 more than six times the
advisors on science and technology, 4 to 5 students per recommended ratio. But badly the school has only 40
computer is the ratio that many experts consider to instructional computers and the other 120 computers are
representing a reasonable level for the effective use of used for E-learning and are not used for day to day
computers within the schools. The degree of participation instructions. Therefore, the ratio of students to instructional
in the use of ICT in education for a given country could be computers becomes 80:1, which is 26.6 times of the
affected by several factors like cost of facilities, recommended ratio.
infrastructure, literacy level, availability of human
resources, cultural attitudes and ignorance (Diana Kessy, The result showed that even if 42% of the total
2006). One of the major challenges facing developing respondents of Kobo secondary school teachers that have
countries is to make technology an essential part of the the skill, only 21% of them are using computers for
culture of the people, (Abdulkafi Albirini, 2006). The educational purposes and this means that the remaining
reverence with which technology is held in technologically 79% are using computers for none educational purpose. But
developed countries may be in contradiction to the 93% of them are using the internet for accessing social
perceptions of cultures that are relationship-oriented. media only from all populations using their cell phone.
Indicators of ICT in education are computer & internet
access, ICT usage of teacher & student in school, the
infrastructure of ICT use in education and competency of
students ICT skills (Song, K.-S, 2013).

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
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Comparatively, teachers in Lalibela secondary schools Policymakers should give great emphasis for capacity
have a lower number of staff (28%) of them are using building in technology integration that might be of
computers for educational purposes and 91% of them are relevance based on the needs of a given country. Based on
using the internet for accessing social media, which is (Ng W.K, 2009) ICT integration stages, an effective
almost similar to Kobo schools. integration model is adapted given this study finding as an
input that depicts the status and ICT usage in the existing
The overall finding of this study showed that educational system.
Ethiopian secondary schools are lagging in using ICT
technologies for the teaching-learning process due to the The devised integration model is consists of two
lack of ICT competency of teachers, students, and approaches. It is a hybrid model that comprises what to
principals. Lack of ICT infrastructures, lack of motivation include in the existing educational system such as
towards skills of ICT, Weak integration point of ICT to curriculum development in the ICT knowledge domain. It
GEDIP, using the existing infrastructures for non-academic includes also the second component that depicts the
purposes are major outcomes. processes of implementation which guide the integration
process in four stages with a feedback loop.
 Recommended ICT Integration model

Fig 4:- Hybrid ICT Integration model

In summary, progression through these stages of ICT capacity building training should tie to and within
integrating process would take a significant amount of time the context of classroom objectives and activities.
and requires a holistic view and solution due to the reason
that it requires more than just purchasing cutting edge ICT  School-based training of teachers should be delivered in
tools and equipping teachers' handful skill training. peer to peer mode rather than a convention training
lecturing mode.
The following lesson should be taken into account  Teachers should learn how to use the ICT tools more
when training teachers' ICT capacity building training in effectively when they see the technologies not as
the process of ICT integration. These are: generic and decontextualized tools but as tools for

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Volume 5, Issue 3, March – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
teaching, that is, for motivating, managing, facilitating, instruction, and Internet-assisted instruction should be
enhancing, and evaluating learning. employed effectively. Internet Laboratories available in
schools have to be clean and accessible and connect
Moreover, Policymakers and respective stakeholders with more computers.
should give great emphasis to develop capacity in holistic  Disorientation towards affordable ICT and general
and systematic policy formulation and strategic planning education integration in Ethiopian secondary schools
for ICT integration. It should give high priority to the needs further research.
pivotal role of the teachers that play in ensuring the
appropriate, effective, and sustainable use of ICT to ACKNOWLEDGMENT
provide quality education for all. For this to happen, a
careful design of a comprehensive ICT focuses on Teacher We acknowledge and greatly appreciate Woldia
Professional Development that powers the teacher is not University for financial sponsorship to conduct this
just implementer but also to lead the sectors. Policymakers research in the selected high school to fill the gaps of the
need to decide on what type of ICT integration approach to students and teachers regarding ICT and Lalibela and Kobo
adopt in the given educational curriculum. woreda for providing necessary data for the study.

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