Abstract:
This study aims to investigate educational technology usage with the emphasis of instructional
television (Plasma TV) in high schools found in Ethiopian High Schools specifically in Jimma
Zone. A descriptive and experimental research design, quantitative and qualitative research
approach was followed to conduct the study.
A descriptive and experimental research design was employed to collect both quantitative and
qualitative data. Semi structured questionnaire and interview tools were used to gather
information from educational experts, school directors, ICT professionals, teachers, and students
from seven selected high schools in Jima zone from December 2021 to March 2022.Information
regarding the available educational technology and ICT facility was collected from a total of 646
respondents. Responses from interview, questionnaire, and evaluation check list were
systematically organized, tabulated, analyzed and presented in figures and tables using
proportions and ratings. Predominant proportion (15.1%) of high schools were not provided with
the facilities because of unavailability of electricity supply, hence plasma TV education was not
implemented uniformly in all the high schools of the zone. Even those having the facility suffered
from repeated power outage and no control and access to repeat the sessions because transmission
was only from the center. However, 67.8% of Plasma TV and 69.9% of computers currently present
in the studied high schools are working properly but sat idle. Students rated experiments in science
laboratories, multimedia presentation in science laboratory, practice in the language laboratory,
ability to use computers, application for installing complex scientific ideas and use of audio video
inputs were low. Evaluators of the developed multimedia prototype rated the usability, function in
learning and teaching, interface design and speed and ease of selecting subject specific lessons as
excellent and very good. High demand for appropriate ICT infrastructure, maintenance and use
of facilities already available at schools, additional training on ICT knowledge and skills, use of
resources developed for plasma TV as support educational tool, motivating teachers to adopt new
technologies and further research to develop, select, evaluate and implement alternative
educational technology feasible to the local situation is recommended
