This study aimed to investigate teachers’ perceptions of technology use in secondary schools located in Jimma town. The research focused on two primary questions: what secondary school teachers think about using technology for teaching, and what challenges they encounter while implementing it. A qualitative research approach was utilized, incorporating interviews with both academic and ICT teachers to gather primary data. The study was conducted in two carefully selected secondary schools using purposive sampling, involving a total of 12 participants. The interviews collected were coded and organized by themes for analysis. The results indicated that one prominent theme was teachers’ beliefs, which included two sub-themes: pedagogical beliefs and value beliefs. Another significant theme revealed teachers’ perceived challenges in using technology, which encompassed four main aspects: inadequate training, insufficient technological resources, personal attributes, and lack of technical support. Based on these findings, the study suggests that effective implementation of technology policies is crucial. This includes continual reviews, evaluations, and supervision, alongside providing both material and human resources. Attention must also be given to the availability of technological resources for teaching and learning. Additionally, ongoing professional development for teachers regarding technology integration in the classroom is essential. Finally, having dedicated ICT technicians available in schools is recommended to enhance the effectiveness of technology use in educational settings.
| Published in | International Journal of Secondary Education (Volume 12, Issue 4) |
| DOI | 10.11648/j.ijsedu.20241204.12 |
| Page(s) | 93-96 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Technology, Teachers, Challenges, Implementation
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APA Style
Kebebe, M., Akesha, K., Ferede, B. (2024). Views of Secondary School Teachers Towards Using Technology: The Case of Jimma Town. International Journal of Secondary Education, 12(4), 93-96. https://doi.org/10.11648/j.ijsedu.20241204.12
ACS Style
Kebebe, M.; Akesha, K.; Ferede, B. Views of Secondary School Teachers Towards Using Technology: The Case of Jimma Town. Int. J. Second. Educ. 2024, 12(4), 93-96. doi: 10.11648/j.ijsedu.20241204.12
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Download@article{10.11648/j.ijsedu.20241204.12,
author = {Muleta Kebebe and Kedir Akesha and Bekalu Ferede},
title = {Views of Secondary School Teachers Towards Using Technology: The Case of Jimma Town
},
journal = {International Journal of Secondary Education},
volume = {12},
number = {4},
pages = {93-96},
doi = {10.11648/j.ijsedu.20241204.12},
url = {https://doi.org/10.11648/j.ijsedu.20241204.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241204.12},
abstract = {This study aimed to investigate teachers’ perceptions of technology use in secondary schools located in Jimma town. The research focused on two primary questions: what secondary school teachers think about using technology for teaching, and what challenges they encounter while implementing it. A qualitative research approach was utilized, incorporating interviews with both academic and ICT teachers to gather primary data. The study was conducted in two carefully selected secondary schools using purposive sampling, involving a total of 12 participants. The interviews collected were coded and organized by themes for analysis. The results indicated that one prominent theme was teachers’ beliefs, which included two sub-themes: pedagogical beliefs and value beliefs. Another significant theme revealed teachers’ perceived challenges in using technology, which encompassed four main aspects: inadequate training, insufficient technological resources, personal attributes, and lack of technical support. Based on these findings, the study suggests that effective implementation of technology policies is crucial. This includes continual reviews, evaluations, and supervision, alongside providing both material and human resources. Attention must also be given to the availability of technological resources for teaching and learning. Additionally, ongoing professional development for teachers regarding technology integration in the classroom is essential. Finally, having dedicated ICT technicians available in schools is recommended to enhance the effectiveness of technology use in educational settings.
},
year = {2024}
}
TY - JOUR T1 - Views of Secondary School Teachers Towards Using Technology: The Case of Jimma Town AU - Muleta Kebebe AU - Kedir Akesha AU - Bekalu Ferede Y1 - 2024/12/27 PY - 2024 N1 - https://doi.org/10.11648/j.ijsedu.20241204.12 DO - 10.11648/j.ijsedu.20241204.12 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 93 EP - 96 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20241204.12 AB - This study aimed to investigate teachers’ perceptions of technology use in secondary schools located in Jimma town. The research focused on two primary questions: what secondary school teachers think about using technology for teaching, and what challenges they encounter while implementing it. A qualitative research approach was utilized, incorporating interviews with both academic and ICT teachers to gather primary data. The study was conducted in two carefully selected secondary schools using purposive sampling, involving a total of 12 participants. The interviews collected were coded and organized by themes for analysis. The results indicated that one prominent theme was teachers’ beliefs, which included two sub-themes: pedagogical beliefs and value beliefs. Another significant theme revealed teachers’ perceived challenges in using technology, which encompassed four main aspects: inadequate training, insufficient technological resources, personal attributes, and lack of technical support. Based on these findings, the study suggests that effective implementation of technology policies is crucial. This includes continual reviews, evaluations, and supervision, alongside providing both material and human resources. Attention must also be given to the availability of technological resources for teaching and learning. Additionally, ongoing professional development for teachers regarding technology integration in the classroom is essential. Finally, having dedicated ICT technicians available in schools is recommended to enhance the effectiveness of technology use in educational settings. VL - 12 IS - 4 ER -
Educational Planning and Management, Jimma University, Jimma, Ethiopia
Educational Planning and Management, Jimma University, Jimma, Ethiopia
Educational Planning and Management, Jimma University, Jimma, Ethiopia
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