Abstract:
Information Communication Technology (ICT) integration in the classroom is often viewed as a solution towards resolving Ethiopian’s education challenges. However, ICT integration in education in Ethiopia has been severely restricted by functioning, tactical and pedagogic challenges as well as lack of ICT infrastructure and shortage of qualified Teachers besides students does not have interest to learn. In part, addressing the strategic and operational challenges encompasses understanding the current background of ICT integration in schools. There is inadequate information on the practical enforcement of ICTs in the classroom. The objective of this research is to determine the extent of ICT usage in Ethiopian schools in order to obtain an understanding of the practical enforcement of ICTs at the school level. This study combines both qualitative and quantitative data collection methods in order to provide a rich distinction perspective of ICT integration in Ethiopian schools. The study indicated that the acceptance of technology remains low, on average the frequency of usage per tool type was as follows: contextual tools (34%), sharing information and ideas tools (12%), experiential tools (19%) and reflective dialogue tools (13%). It was found that teachers are uncertain with respect to the implementation of e-education while being filled by poor infrastructure and lack of skills.
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