PRACTICES AND PERCEPTIONS OF STAKEHOLDERS ABOUT THE IMPLEMENTATION OF ICT IN GOVERNMENT SECONDARY SCHOOLS OF DIRE DAWA ADMINISTRATION

Abstract

The purpose of this study was to investigate secondary school stakeholders practices and perceptions on implementing Information and Communication Technologies (ICT) in government secondary schools of Dire Dawa city Administration. Descriptive survey design was employed in conducting this study. For this study, both primary and secondary sources of data were used. The total population of this study consisted of 388 teachers,9 principals,2 ICT experts and 9 student council heads in government secondary schools of DireDewa Administration. Accordingly, 134 teachers were selected by simple random sampling and 9 principals, 2 ICT experts and 9 student council heads were taken purposively hence a total of 154 sample subjects were selected in the study. Among various data collecting instruments, questionnaire and interview were used to generate the necessary information. Statistical package for social science version 20software was employed to analyze the data by frequency, percentage, and mean. The study findings indicate that the stakeholders practices and perceptions on implementing Information and Communication Technologies (ICT) in government secondary schools of Dire Dawa city Administration is low. The sources of the problems are lack of lack of ICT infrastructure qualified teachers, finance, lack of adequate training of ICT, lack of technical and maintenance, lack of time for in-servicing staff on ICT and less attention and restrictive administration practices.The results of this research suggest the decision makers should give high responsiveness for the implementation of ICT by improving the current funding, monitoring and evaluation system and on teachers development; this include preparation of annual ICT training, inviting high level experts for lectures, support ICT teachers to pursue their higher level education. It is recommended that special attention should be given for the infrastructure development to meet the national and regional education goals