Factors influencing the implementation of information communication technology curriculum in borena zone preparatory schools

Abstract

The purpose of this study was to investigate the factors influencing the Implementation of Information Communication Technology (ICT) in preparatory schools in Borena Zone. The study was focused on the influencing of school facilities, the contributions of the schools leaders, teachers’ related factors, and extent student related factors influence the implementation of ICT curriculum in preparatory school. To conduct the study, descriptive survey method was employed. The sample covered six preparatory schools in Borena zone. Both probability and non-probability sampling were employed. Availability sampling was employed in the selection of ICT teachers and school principal. Stratified Proportional selected students (N=2415) were312 sample students, 10 ICT teachers and 9principals’schools, Data was collected by use of In-depth interview with principals, observation and questionnaires were employed to collect data for this study. The data obtained were analyzed using both quantitative and qualitative analysis methods by descriptive statistical approaches whereby the sums, frequencies and percentages were calculated. Results show that there was scarcity of curricula material and instruction material and shortage of time to implement the ICT subject, lack of technical and materials supports, lack of communication and low attention on the part of principal, were observed to be the major factors influencing the implementation of ICT curriculum. Besides the study revealed that curriculum implementation was affected by inadequate or lack of training for teachers. Most of the teachers (had not been in-service training on the ICT curriculum. Inadequate teachers challenged the implementation of ICT curriculum in boena zone preparatory school where majority of the student agree that they had inadequate teachers. The study further revealed that majority of the student (26.7%) were has high and (34.8%) very high interest to learn ICT however, (9.3%) were indicate low because of poor teaching method of ICT teacher. In addition student conditions such as their background, discipline, and attitude negatively influenced curriculum implementation. The study recommended that The Ministry of education and nongovernmental organizations (NGOs) under which these schools are registered should provide school facilities. The study also recommended that MoE and regional education Bureau (REB) should provide in-service training for teachers so that they are able to implement the curriculum. The study suggested that a further study should be conducted to establish how other variables not addressed in the study, influence curriculum implementation. Lastly, considering that this study was conducted in rural areas, a similar study should be conducted in urban areas to establish what factors influence curriculum implementation in such areas.