ADAMA POLYTECHNIC COLLEGE

SCHOOL OF TECHNOLOGY

IFORMATION COMMUNICATION TECHNOLOGY

A PROJECT PROPOSAL SUBMITTED TO ADAMA POLYTECHNIC COLLEGE IN

PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE LEVEL-III
IN

HARWARE AND NETWORK SERVICING

IFORMATION COMMUNICATION TECHNOLOGY

A PROJECT PROPOSAL SUBMITTED TO ADAMA POLYTECHNIC COLLEGE IN

PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE LEVEL-III
IN

HARWARE AND NETWORK SERVICING

PREPARED BY

1. BEKELU NUGUSE HNS22/2012

2. TOLASHI TAFARI HNS25/2012
3. ROMAN MAMUSH HNS27/2012
4. MEKDES DEMEKE HNS28/2012
5. AYISHA HAJI HNS 27/2012
6. LELANESH MELKAMU HNS 29/2012

Submitted To: Mr. Nasru Shazali

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Department Of Information Communication Technology July 1/6/2021Adama, Ethiopia

Abstract

Information communication technologies (ICT) at present are influencing every aspect of human
life. They are playing salient roles in work places, business, education, and entertainment.
Moreover, many people recognize ICTs as catalysts for change; change in working conditions,
handling and exchanging information, teaching methods, learning approaches, scientific
research, and in accessing information communication technologies. In this digital era, ICT use
in the classroom is important for giving students opportunities to learn and apply the required
21st century skills. ICT improves teaching and learning and its importance for teachers in
performing their role of creators of pedagogical environments. ICT helps of a teacher to present
his teaching attractively and able to learn for the learners at any level of educational programs.
Today in Ethiopia teaching training programs made useful and attractive by the term of ICT.
Information and Communication Technologies (ICTs) exemplified by the internet and interactive
multimedia are obviously an important focus for future education and need to be effectively
integrated into formal teaching and learning – especially in a Technical education institution. In
abstract the impact of ICT is one of the most effective and life changing entity in our today’s
world.

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Acknowledgment

We would like to express our sincere gratitude to Student Tadesse Dakaba for his Comment and
relevant suggestions, which really helped me a lot to work on my proposal. We are greatly
indebted and grateful to Mr. Mahdi Abdulkerim and Mr. Girma Tulu for their continuous
support and encouragement, besides their willingness to provide me with their private
reference books, which were invaluable in preparing my proposal and for my personal
knowledge. Wubiye Getachew, Sisay Abera and Habtamu Lammi also deserve special thanks
for their unreserved financial support and assistance in collecting important information and
editing my proposal. At last but not least, we would like to express our appreciation to our
instructor, Nasru Shazali for his unlimited and awesome lectures and for giving us this project
so that we could see how good we are on doing project proposals and future researches.

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TABLE OF CONTENTS Page No
ABSTRACT ......................................................................................................... III
ACKNOWLEDGEMENTS......................................................................................... IV
TABLE OF CONTENT............................................................................................... V
ACRONYMS AND ABBREVIATIONS.................................................................... VI
CHAPTERS ........................................................................................................ NO

1. CHAPTER ONE ..................................................................................................... 1

1.1. Background of the project............................................................................... 1
1.2. Statement of the problem................................................................................ 3
1.3. Objective of the project................................................................................... 5

1.4. Significance of the project.............................................................................. 5

1.5. Beneficiary of the project, Stake Holders....................................................... 6
1.6. Scope and limitation of the project................................................................. 6
1.7. Feasibility Study............................................................................................. #
2. CHAPTER TWO..................................................................................................... 7
2.1. Requirements Analysis................................................................................... 7
2.2. Functional Requirement ................................................................................. 13
2.3. Non-Functional Requirement.......................................................................... 14
2.4. Hardware and Software Requirement............................................................. 15
3. CHAPTER THREE................................................................................................. 16
3.1. Methodology .................................................................................................. 16
3.2. Data Collection Method.................................................................................. 16
3.3. System Analysis and Design Methodology ................................................... 17
4. CHAPTER FOUR.................................................................................................... 19
4.1. Implementation Methodology ........................................................................ 19
4.2. Development Environment and Programming Tool....................................... 20
5. CHAPTER FIVE..................................................................................................... 21
5.1. Expected outcome of the project..................................................................... 21
5.2. Conclusion ..................................................................................................... 22
5.3. Recommendation ........................................................................................... 22

References .............................................................................................................. 23
 List of tables: No tables used
 List of figures: No Figures used.

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 Acronyms and Abbreviations

ICT - Information and Communication Technology

IT - Information Technology

ICT4D - The National ICT for Development

EICTDA - Ethiopian ICT Development Agency

FGD - Focus Group Discussion

MOE - Ministry of Education

REBs - Regional Educational Bureaus

NGOs - Non- Governmental Organizations

HNS – Hardware and Network Servicing

UNESCO - United Nations Educational, Scientific and Cultural Organization

CD – Compact Disk

TAM - Technology Acceptance Model

EIU – Ethiopian ICT Usage

APTC - Adama Polytechnic College

CHAPTER ONE

1. Introduction
1.1. Background of the study

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Information technology is a broad term used to refer to the ways and means
by which information is processed and communicated using automatic
systems, such as computers, telephones, and other telecommunication and
office systems. Information and Communications Technology (ICT) becomes
a vital part of the operation of most educational activities and industries. The
expanded use of computers in the society has increased the number of
employment opportunity available to individuals with some computer-related
experience or training. In addition, the increasing use of information
technology in the contemporary society proves that ICT is absolutely
necessary for societal and personal development.

The United Nations Educational, Scientific and Cultural Organization

(UNESCO) uses the term ICTs, or information and communication
technologies, to describe: “…the tools and the processes to access, retrieve,
store, organize, manipulate, produce, present and exchange information by
electronic and other automated means. These include hardware, software
and telecommunications in the forms of personal computers, scanners,
digital cameras, phones, faxes, modems, CD and DVD players and recorders,
digitized video, radio and TV programmes, database programmes and
multimedia programmes.

As we know, the world is dynamic and is changing fast. Some of these

changes are social and political, others are ecological. Some are
evolutionary, others revolutionary. No matter where we plan to live or what
we plan to do, we can expect that constant and rapid change will be normal
part of life. Technology, especially information and communication
technology, is playing a large part in these changes. Advances in computer
systems have facilitated advances in entertainment, in medicine, in military
capacities, in the collection and dissemination of global news reports, and in
the management of organizations.

Continually evolving computer hardware and software have allowed

organizations to significantly change their work process; new products and
services have been developed, new industries have emerged, and old
companies and industries have failed. Moreover, the technologies continue
to expand in their capabilities and applications.

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Increasingly in the modern world, acquisition of computer skills is becoming
necessary for employment, educational development, and leisure. Computer
studies intend to furnish students with a broad knowledge of the nature of
information processing and how Information and Communications
Technology (ICT) is used today.

Tomorrow’s world is an ICT one where information handling skills will be

needed to improve the standard of learning and living. The world is
becoming connected electronically by the Internet, the world-wide network
through which we can all share information. According to Sanders, to be an
educated citizen today, we must be acquainted not only with computers
themselves but also with what computers do, how they are put to work, and
how they affect individuals and organizations in a society.

In the report titled “The National ICT for Development (ICT4D) Five Years
Action Plan for Ethiopia”, Dzidonu mentioned that Ethiopia recognizing the
developmental potentials and opportunities of the information and
technological revolution has embarked on a process of economic
transformation through the modernization of the key sectors of the economy
including those of agriculture, services and industrial sectors through the
deployment and the exploitation of ICTs. A key strategy is to pursue an
agricultural sector development-led industrial strategy aimed at rural and
agriculture centered development, guided by an ICT driven competitive and
market oriented development approach. Acknowledging the key role that
development, deployment and exploitation of ICTs can play in Ethiopia’s
economic and social development, the Government recognizes the need for
the rapid development of the nation’s information and communications
infrastructure as well as the development of the nation’s educational, human
resources and other development-focused resources to bring about the
necessary change and transformation required to achieve improvements in
the determinants of the nation’s socio-economic performance.

Not only does the Government consider ICTs as an indispensable tool and
means to alleviate poverty but it also considers ICTs as a major tool for
facilitating the on-going state transformation which is aimed at effective and
efficient service delivery. The Government therefore views ICTs within a
wider context of its socio-economic development goals. The goal is to make
Ethiopia an ICT-driven country able to function effectively in a networked
global economy.

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The project called SchoolNet arises from the need to integrate ICTs into
Ethiopia’s educational system. It is designed to develop a wide-area network
linking all schools in the country and making Internet and online education
accessible to them. The initiative constitutes a key component of e-
government programme and aims at the application of ICTs for the purposes
of teaching and learning.

The broad objectives of this Project are:

 Ensure that school administrative, teaching and support staffs all have
access to ICT resources to enhance their effectiveness and efficiency;
develop educational delivery infrastructure capable of delivering a wide
range of educational application systems; provide access to
educational Procedures.

1.2. Statement of the problems.

ICT is having a profound effect in all corners of the world, and on all peoples.
Its effects can be felt in the farthest corners of Ethiopia, as well as in the
large cities, as can be witnessed by the spread of mobile phones and
Internet cafes all around the country. In addition, to be an active partner in
the globalization effect, businesses, government offices, schools, hospitals
and many other establishments now require computers which communicate
with each other and with the outside world, and workers must be literate.

The new education and training policy of Ethiopia came with new disciplines
such as Information Technology for secondary education especially for
preparatory program in 2000. Students start ICT at grade 11 and continue in
studying it in grade 12 and have been implemented for about four years up
to 2003. Over these two years of Preparatory School they used to learn all
the major applications software like MS Word, MS Excel, and MS Access.

In 2004, the curriculum of Information Technology was revised with

government interest to incorporate new educational approach and
technological changes at the first time. But, it has been done without enough
need assessment and consideration of other countries experiences. So, this
revision was done and limited to personal interest and knowledge of the
subject curriculum experts. New topics (contents) were added without any
justification and these affected the ICT curriculum very seriously and
students couldn’t acquire the expected knowledge and skill sufficiently.

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In 2006, the National Information and Communications Technology
Development Plan were prepared by the then Ethiopian ICT Development
Agency (EICTDA). This plan looked forward over the next five years, and
considered all aspects of ICT, including an ICT Education sub-plan. The ICT
Education sub-plan contains various initiatives, amongst which is the
development and implementation of a national ICT syllabi for Grades 1 – 12.
The framework for these syllabi was developed over several months by a
team working through EICTDA, and finalized in June 2007. This framework
was intended to serve as a reference for designing the ICT syllabi for
schools. Consequently, it was handed over to the General 5 Education
Curriculum Framework Development Department of the Ministry of Education
for the development of the ICT syllabi for Grades 1 – 12. Therefore, all the
previous topics (contents) of the syllabi changed for the second time
completely

Finally, the government decided to implement ICT curriculum only for

secondary school starting from grade 9 because of low ICT infrastructure.
But still it has some problems such as naming of the discipline, contents with
missing topics, difficulty and relevance of some of the topics, availability of
suggested software in the textbook and resources and teachers knowledge
and skill, etc. These have brought controversial issues among different ICT
related educators in our country. Similar to this in a polytechnic level
these infrastructures are not fully addressed and the level of education that
students get is relatively sorted under practical area.

Thus, it is high time to assess how the contents are appropriate and relevant
to our concrete situation by comparing other countries experience of ICT
education.

1.3. Objective of the project.

1.3.1. General Objective
The general objective of this Project is to assess the impact of Information
Communication Technology in the life of people and in our today’s world.
Moreover this projects discusses the problem with our perception about ICT
and how we implement the practical knowledge and expertise in the area.

1.3.2. Specific Objectives

The specific objectives of this Project are to:
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 I. Review the Polytechnic education of different countries in the world
and how ICT affects them and how it can be used.
II. Identify the reasons why ICT curriculum has been under complete
(major) change at revision time.
III. Analyze the teachers, students, and ICT related educators response
from the collected data/Information.
IV. Evaluate relevance, appropriateness, and how ICT is implemented in
the world and more specifically in our country.
V. Assess the availability of teaching/learning materials such as software,
kits, computers, Internet connection, textbooks, reference books, etc.,
VI. Assess the preparedness and qualification of ICT teachers to teach the
subject, and
VII. Suggest the appropriate and relevant contents of ICT education
according to other countries experience in the world.

1.4. Significance of the project.

This study is carried out on assessing the usage of information and
communication technology (ICT) in our today world, specifically in our
country, Ethiopia. Thus, assessing the current usage of information and
communication technology will enable the country to improve the usage of
ICTs and help administrator to look forward to advance the institute with
ICT. This study provides necessary input for instructor to know and address
major contents of the project. Instructors are also other beneficiaries from
this study by creating awareness what ICT equipment are found in there
institute. This research can also serve as an input to further study on this
area.

1.5. Scope of the study

The scope of the project was limited to assessing the current usage of
information and communication technology in our today’s world and in our
country. This project also discusses about the use of ICT in our local level
and at the level of technology school.

1.6. Research Limitations

The study was carried out in Adama Polytechnic College by students of the
school which were studying Level three HNS, by the order of instructor, Mr.
Nasru, and this project is prepared as prerequisite for the graduation and it

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is contents mostly combine secondary source of data, which makes is
inaccurate. However, for more conclusive results, anyone who is reading this
paper should look for more reliable source after reading the subject.
Another challenge that was faced in the study was the aspect of time. The
researchers worked on the project on the limited time of three weeks.

The other limitation on this study was the people involved in the project,
which are very small. Some of the respondents might not have been
objective enough when answering the questions due to the fear of knowing
some information and communication technology terms. However the
students worked on the project very carefully regardless of the other
limitation.

CHAPTER TWO

2. Requirement Analysis.
Introduction

Modern society is evidently experiencing information revolution. The single

most important factor enabling the revolution is ICT. Martin (2003)
describes information communication technology as a change agent. In this
chapter, this part of the project will present a related System, which will
provide a base for analysis. In an attempt to do this current system related

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to the problem will be reviewed under the following previous theories on ICT
use in our today’s world.

2.1. The current system

One of the well- known models related to technological acceptance
and use is the technology acceptance model (TAM), originally proposed
by Davis in 1986. TAM has proven to be a theoretical model in
helping to explain and predict user behavior of information technology
(Legris, Ingham, & Collerette, 2003). In addition, TAM is not only
parsimonious but also can provide empirical support to explain
determinants of ICT usage (Agarwal and Prasad, 1999). There is W.J
Doll & Torkzadeh, (1988) user
satisfaction model. This theory dealt with affections and feeling of the
user.

It was applicable to the study as it captured the attitude of the user.

Technological acceptance model (TAM) which explained mainly how the
users came to accept and use an IS.Therefore, in this study TAM is
only used. TAM further explains that perceived usefulness and perceive
ease of use are helpful in explaining different users` intentions (Davis,
1989). In short, it can be conclude that TAM emphasizes on three factors
that can influence usage of technology, namely attitude, perceive
usefulness and perceive
ease of use. Attitude is a mental and neural state of readiness,
organized through experience. Exerting a directive or dynamic influence
upon the individual`s response to all objects And situations with which it is
related (Horne, 1985). Therefore, one`s actual use of a technology system is
influenced directly or indirectly by the user`s behavioral attitude.
Davies, (1989) defined perceived usefulness as the degree to which a person
believes that using a particular information system would enhance his or her
job performance.
In this study, perceived usefulness is defined to the extent to which ICT
usage would be useful in improving the performance of Ethiopian ICT Usage.
Davis (1989) defined perceived ease of use as the degree to which a
person believes that using a particular information system would be free of
effort attitude usually will lead to increase ICT usage while negative
attitude will results in reluctant to use ICT (Zhang & Aikman,2009).
Mahmood, (2000) where they stressed that attitude is an important part of
ICT usage mainly because a positive attitude is usually an indicative of

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technology acceptance, that ICT will assist and enhance his or her task
performance.

According to (Meso and Musa, 2008), perceived usefulness and perceived

ease of use greater reliability of the technology and easier access to ICT
are the factors that contribute towards greater use of ICT. Furthermore,
the available literatures provide evidence on the influence of perceived
usefulness on intention to use ICT (Venkatesh and Morris, 2000).
Besides, there has been extensive research that explores the
relationship between perceived ease of use and intention to use ICT
(Venkatesh & Davis, 1996).
Interestingly, when employee perceived that ICT is useful, it will create a
sustainable usage of ICT among the employee (Rogers, 2003). (Rogers,
2003), furthermore explained that the perceived benefits must exist and
continuous. In order for ICT to be perceived useful it must be available
easily, has the ability to reach every sector, able to gather large information
within a short time and lower cost of sending e-mail (Laudon, 2003).

Technology acceptance model opens ways for better use of ICT which
creates avenues for better performance of Ethiopian ICT Usage;
conservativeness in not to use ICT can therefore be broken by the TAM
model as one of the factors for technology use is perceived usefulness.

2.2. The new system

Information and communication technology (ICT) is often used as an

extended synonym for information technology (IT), but is usually a more
general term that stresses the role of unified communications and the
integration of telecommunications (telephone lines and wireless signals),
computers, middleware as well as necessary software, storage and audio-
visual system, which enable users to create, access, store, transmit,
and manipulate information. Basically, ICT consists of IT as well as
telecommunication, broadcast media and all the other types of audio and
video processing and transmission and network based control and
monitoring functions (Howe, 2010). Thus, it supports all the activities
involving information. ICT is based on the notation that using ICT involves
matching it to one`s purposes of which it requires a rationale for using it.

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ICT basically depends on the local culture and the particular
technology available and how it is configured and managed. The
understanding, management and configuration of the available technology
might vary the concept of ICT. This variation may be different from a
collection of tools and devices used for particular tasks. An organized set of
equipment (like a “workshop”) for working on information and
communication, components of integrated arrangements of devices,
tools, services and practices that enable information to be collected,
processed, stored and shared with others and to the components in a
comprehensive systems of people, information and devices that enables
learning, problem solving and higher order collaborative thinking, that is,
ICT as key elements underpinning a (sharable) workspace (University of
Tasmania, 2011).

ICT application in institute covers a wider scope. This includes the

comprehensive approach to innovate training systems, methods, and
management through information and communication technology,
restructuring training giving system, diversifying teaching- learning
methods & practices, engaging all stakeholders and adapting rapid to
changes in society and the environment and enhancing education
efficiency, effectiveness, and productivity (Gwango-jo, 2009). In the
administration of institute, ICT can also be applicable in the administering of
human, physical and financial resources.

ICT Use in Instruction

The use of computers in education dates back to 1924 when Sidney Presley
tried out the so called ‘teaching machine’ for revision and testing at
Ohio University in the United States of America. However, use of
technology in education was generally slow until the coming of computers
(Kavagi, 2010).

In the current world situation ICT can play various roles in learning and
teaching processes. According to Bransford et al, (2000), several
studies have reviewed the literature on ICT and learning and have concluded
that it has great potential to enhance student (trainee) achievement.
Angrist and Lavy (2002) asserts that education systems need to
prepare citizen for lifelong learning in an information society.

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This can be characterized by, societal changes as a result of ICT
many societies will change in to information societies, competent citizens
and new skills due to educational innovations aimed at attaining new skills
with the help of ICT and at finding a new balance between old and new
educational targets. This will lead to education being more focused on
creating opportunities for students to acquire new skill related to
autonomous learning, communication skills, authentic problem solving,
collaborating in teams via various communication technology.

Technology integration covers a wide area ranging from instruction on

programming skill, self- directing drill, testing, instructional delivery, and
internet based accessibility to information and communication. It has been
argued by certain scholars that the use of new technology in the classroom
is essential for providing opportunities for students to acquire knowledge and
skills that will enable them to function in an information age
(Bingimlas, 2009). It is therefore evident, as Yelland (2001) argued,
that traditional educational environments do not seem to equip the
learner with adequate skill to be productive in their place of work in today`s
society.

There are several roles that ICT can play in the teaching and learning
process. First, ICT has a great potential to enhance learning
achievement (Bransford et al., 2000).

A number of theorists and scholars assert that the use of computers

can make the learners to become knowledgeable, reduce the amount
of direct instruction given to them and provide a learning environment
where teachers can assist learners with special needs. In addition, use of
new technology will motivate the learners and hence develop favorable
attitude towards short time management training.

ICT brings about effectiveness in instruction. Kulik (1994) observes that,

students learn more in classes in which they receive in which they receive
computer based instruction, lessons take less time, student like classes
more when they receive computer help in them and they also develop
more positive attitudes towards computers when they receive help from
them in class. Forman and Puffal (2003) explain that, ICT has the
potential to be used in support of new educational methods, as tools
enabling student learning by doing.

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Modern learning theories emphasize on critical thinking, problem solving,
authentic learning experiences, social negotiation of knowledge and
collaboration and pedagogical methods that challenge the role of the
instructor from disseminator of information to learning facilitator,
helping students as they actively engage with information and materials to
construct their own understandings. That is, trainee learn how to learn, not
just what to learn.

ICTs allow teachers and students to access books easily, promotes student
interaction, access to wide range of reference materials, helps in saving time
while doing research, encourage learner centered learning, exposes
students to technology, facilitates revision and conceptualizes complex
concepts making them easier for students to understand (Njiru 2012).
Fulton (1998) further asserts that, ICT is important in developing skills for
the workplace. After leaving school, to embark on a career, young
people can expect the day to day practice of every discipline to be
affected by the use of ICT. In the future, economic competitiveness,
employment and personal fulfillment may no longer be based on the
production of physical goods.

Personal and national wealth creation may be linked to the production and
dissemination of knowledge and depend on research, education and training
and on the capacity to innovate.

Having advanced ICT skills and knowing how to use discipline- specific
applications may help students` secure suitable employment and enhance
their productivity once employed. Furthermore, the ability to engage in
lifelong learning opportunities offered by educational institutions around the
world is increasingly dependent upon access to and use of ICT (Bates,
2004).

Information and communication technology (ICT) provide the institute

support services such as course outline, digitally recorded class room
materials, discussion group, laboratory manuals and lab assignment,
lecture notes, live lectures for later viewing and re- viewing, links a
course with specific websites, online tutorials, and virtual libraries
(Jefpeeraer,2005). According to Brown and Duguid (2000) to improve
the usage of information and communication technology evaluating the
current usage is important.

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Purpose of Using ICT

According to the Swedish National Agency for School Improvement (2008),

information and communication technology (ICT) provide a positive impact
on learning and student performance when it becomes an integrated
element in the class room and teaching. Usually, performance is a measure
of how well a process achieves its purpose. Moulin (2003) define institute`s
performance as “how well the institute is managed “and “the value the
institute delivers for customers and other stakeholders.” Though ICT have
the capacity to facilitate easy access to information and provide more
efficient information services to users and consequently improve overall
performance of users (Adetimirin, 2009).

ICTs are revolutionizing education by removing distance from

education and making knowledge more accessible to all (Industry
Canada, 1997). Technology enhances learning performances by
empowering learners. It is not surprising therefore to see a growing interest
in technology based learning across the world.

Technology based learning may be defined as the array of hardware and

software used in the teaching and learning system that include computer -
based training system, as well as the internet with World Wide Web
system (WWW). Technology also provides greater flexibility to adapt
teaching and learning to meet a goal.

2.2.1. Functional requirement

The ICT resources in this study refer to ICT tools in the institute
necessary for management training. These resources include ICT
equipment/ facilities, digital content, and internet available. According to
Bandele (2006), Bryers (2004), and Ofodu (2007), ICT facilities/
equipment include desktop computers, LANs, laptops, printers, radio,
television, overhead projectors, CD- ROM, internet smart boards,
among others. According to Inveneo (2011), computers are the most
commonly used form of ICT in many developing countries and they are
still very expensive.

This study sought to find out the availability of ICT resources accessible
to management training in Ethiopian ICT Usage. Hennessy, et al., (2010),
Groves and Zemel (2000) express the fact that the instructors’ acceptance
and use of ICT is highly dependent on availability of resources. If

XVII
the resources are not available, the instructors will not be motivated to use
ICT in classroom instruction this is also the same for administrative
staff for their work at office. However, the study by Teo, et al.,
(2007) found that the resources were not very important in
influencing the teachers` attitudes towards adopting and using ICT.
This could be true because there could be resources but inadequate in
relation to the number of students, or in bad condition or the teachers may
not know how to use them. Therefore, in such a case, availability of
resources would not influence teachers` use of ICT.

According to Nyaga (2011), lack of computer skills by the instructors

makes them not to use ICTs in their instruction. This is because
teachers feel bereft of influence because they feel unable to monitor what
goes on and are uncertain about their role in the classroom. Fear of losing
power in the classroom is probably what makes them behave
negatively to the use of ICTs in their classrooms.

Resistance to change and negative attitudes by teachers affect ICT

implementation. This study therefore, sought to find out where
assessing ICT resources that were found in EIU then assessing the
usage of ICT. Further, a study by Kiptalam and Rodrigues (2010) observed
that access to ICT facilities is a major challenge facing most African
countries, with a ratio of one computer to 150 students per school against
the ratio of 1:15 students per school in the developed countries.

This ratio in the developed world has now improved with time to 1:5
per school. An ideal student computer ratio would be 1:1, but due to
the advantage of collaboration, 1:2 would be best whereby learners can
share a computer and assist each other in the learning process. ICT use
also encourages disable students to learn according to Davis (2000)
assert that increased availability of ICT is especially useful for students who
suffer from learning disabilities science ICT use allows teachers to prepare
suitable tasks for individual needs and each individual more effectively.

2.2.2. Non-Functional requirement

Successful integration of ICT in any institute would help to access any

information and resources via Internet and Intranet. The computer labs and
classroom computers need to be sufficient in number to allow ready access
by student and staff in most subjects across the institute. A wide range of

XVIII
peripheral and remote working devices, including video- conferencing, is
provided and integrated into the curriculum. Large and small group
presentation facilities are readily available (School net Africa, 2004).

Despite the above desired situation, most institutions in Africa face barriers
to effective integration of ICT in the teaching and learning process; limited
infrastructure in terms of satisfactory physical condition of laboratories
and the subsequent accessibility of the resources (ICT)to the learners
(Singh, 1993). Accessibility and use of ICT allows students to
investigate more thoroughly the real world (Bracewell and Laferrie’re,
1996). They can more readily access information sources outside the
classroom and can use tools to analyze and interpret such information.

Information may be accessed through online system or through data

logging systems (Riel, 1998). The technologies allow them to receive
feedback, refine their understanding, build new knowledge and transfer
from school to non - school setting (Committee on developments in the
science of learning, 2000). In the past this has been difficult to provide in
schools due to logistical constraints and the amount of material to be
covered all of which can now be addressed with ICT. What can be learned is
broadened and deepened (Re’ginald, 1996). Now a day in many
government and training institutions seem to recognize the importance
of introducing ICT in education and training.

2.3. Hardware and software Requirements

The Ethiopian government has made the development of information and

communication technology one of its strategic plan priorities (GTP, 2017).
ICT in Ethiopia is early stage of development. The major indicators pointing
to the low level of ICT development are.

The absence of appropriate legal and regulatory frameworks

 Limitations in telecommunication infrastructure and low level of

internet service penetration
 Lack of organized data & information resources and poor
accessibility to those that exists
 Lack of skilled human resources coupled with low ICT literacy
 These constraints present the government with real challenge, but also
opportunities, for all accelerated development of ICT in Ethiopia
(Government of Ethiopia, 2009).

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 o Hardware and software Requirements

The hardware and software requirements are tools which are very important
in fulfilling the aim of this project. These resources include ICT equipment/
facilities, digital content, and internet available.

ICT facilities/ equipment include desktop computers, LANs, laptops,

printers, radio, television, overhead projectors, CD- ROM, internet
smart boards, among others. According to Inveneo (2011), computers
are the most commonly used form of ICT in many developing countries
and they are still very expensive.

CHAPTER THREE

3. Methodology

This chapter outlines the project design and methodology that was used in
the study. It described the population to be studied, area of the study and
sampling design used. It also discussed the data collection and analysis
technique.

3.1. Data collection method

The study relied on small primary data sources and secondary data
sources. Primary data source are first -hand information collected by the
project conductors from their original source through various method such
as observation, interview, mailing , questionnaires, focus group …etc
(Alemayehue, 2009). Primary data was collected using questionnaire and
interview. A questionnaire was used because it is more objective and
convenient to both the project conductors and the respondent as it is
administered. Interview is one of the major primary data collection
methods from the people. According to Kumar (1996), any person –to –
person interaction between two or more individuals with a specific purpose in
mind is interview. Semi-structured interviews were conducted after
questionnaire were collected and analyzed because interview was required
to give us further searching about the result obtained.

Secondary data gathered and recorded by someone else prior to use and for
a purpose other than the current project. Secondary source of data for the
study include articles, journals, and internet sources that are directly related

XX
to the study area. For this study the researcher used articles, journals
and internet sources to get detail information about this study.

The data was collected by using different types of data collection tools. The
goal of data collection was to gain rich data that suits to achieve the
project objective. In this regard, this study used Secondary data
collection method (Internet, books and journals) to collect data for the
project.

3.2. System analysis and design methodology

Validity is concerned with the extent that a scale accurately represents the
construct of interest. Where possible this should be supported by past
research and consideration given to the practical things that affect the
research (Hair et al., 1998). So, the validity of each question to collect
data that focuses on the present research objective was gathered from
10 to 20 most well known and effective search engines. The feedback also
led us to some modifications aimed at increasing the product validity and
clarity. Cronbach`s alpha is a model of internal consistency based on the
average inter item correlation.

The project was pre–test by circulating to 10 10 to 20 most well known and

effective search engines. These search engines were selected by using
simple random sampling method; this method gave us equal chance of
selection of a sample from each website one from IT content, one
from information content, one from science content, one from ICT usage
content, one from public relation, one from, one from procurement and
supply, one from strategic research and two from development program
because half of the search engines were found in information program
search engine and those who participated in a pre-test were not
included to fill the project. Therefore, improvement and modification were
done based on the feedback obtained.

Computer studies intend to furnish students with a broad knowledge

of the nature of information processing and how Information and
Communications Technology (ICT) is used today. In today‟s world,
education is said to be appropriate and relevant only if it considers the
maturity (age) and grade level of students. We can also consider the
situation of the country like availability of resources. In addition, we

XXI
can say it is relevant and appropriate when it creates opportunity for
employment, educational development, and leisure to students. Asthe data
analysis in this study revealed, the contents which are unanimously selected
as relevant and appropriate for secondary schools are Introduction to
ICT and application

Software (word processing, spreadsheet, publishing software and database

application). Even though, one university respondent doesn’t agree to teach
database application like Ms Access “because the content needs introductory
concepts about databases for students to understand about primary key. So,
we are obliged to teach database concepts before teaching MS Access and
this leads to teach students beyond their grade and maturity (age) level”.
Likewise, almost half of the participants suggested that basic
troubleshooting is relevant to secondary schools. But, other contents like
exploring the Internet, control and learning with Logo, information and
computer security, and image processing and multimedia systems are
considered irrelevant and not appropriate due to lack of resources, teachers
trainings, and ICT infrastructure at school.

As the finding showed most secondary school teachers indicated that

exploring the Internet is irrelevant because of lack of Internet access at
school but experience of other countries in ICT curriculum shows that
exploring the Internet is very essential at secondary school.

In addition, one university instructor commented briefly “to teach

image processing and multimedia systems, students should have some
algorithm concept to better understand the software.” So this needs
special training even for teachers. Therefore, it should be omitted from
the curriculum.

With other countries experience in the literature, ICT learning areas normally
covered in high school should be computer hardware and software
issues, word processing, modeling software, and spreadsheet, data and
file management, computer care and safety, computer social and ethics
issues, networking, information and communication system, programming
concepts, and Internet and social media tools, and basic application of ICT in
real life.

XXII
 CHAPTER FOUR

4. Implementation methodology

Assessment of the impact of ICT on our today’s world and specifically on our
country transformation should take into consideration the continuous
interaction between technical and social processes. Transformations in the
ICT environment are both technically and socially determined whereby the
processes of technical change interact with the institutions in which people
are differentially empowered to act. Socioeconomic and technical factors
interact to shape the innovative processes that influence ICT developments
in a dynamic way. Advanced ICTs are being constructed and constituted by a
complex matrix of cultural, social, political, economic and technical
relationships that are mediated by changing institutional relationships
(Freeman, 1994)

Some of these institutions arise spontaneously from social and market

circumstances and others are deliberately created by government. The
methodological approaches that have been used are categorized into those
focusing on gap analysis and impact analysis. These analyses can be further
categorized into those adopting quantitative analysis and those adopting a
qualitative analysis in respect of either engaging in the production of ICT or
in its use ICTs or both.

Gap Analysis

Gap analysis addresses the impact of ICT on inequalities in society across

countries or within countries. Studies on the digital divide have addressed
the status of the digital divide and have conceptualized various forms of
exclusion or inclusion in the world of ICT. These studies have addressed the
challenges of exclusion and how the technology could be made more
accessible and affordable.

The more ICT is immersed in society and pervades everyday life, the more it
becomes attached to all existing social divisions. Within specific economies,
the ICT networks may to a greater or lesser degree be inclusive or exclusive.

XXIII
Even in the advanced countries, there is evidence of production being
increasingly concentrated on the educated sections of the population aged
between 25 and 40 with the threat of creating highly segmented social
structures driven by extreme flexibilisation of work and individualization of
labour (Castells, 1996)

The risk of this threat is likely to be higher in developing countries of Africa.

The studies that have been done in Africa have found two types of access
gaps: the urban-rural gap and the rich -poor gap (Pigato, 2001). Four types
of access have been identified in the literature: physical or material access;
motivational access; skills access; and usage access. A distinction has been
made between these four successive kinds of access thatindicate the full
appropriation of the new technology. Analysis of the causes ofaccess (e.g.
distribution of resources), analysis of consequences of the digital divide and
analysis of the context of digital divide could be carried out along the lines of
the four types of access.

There is increasing evidence that access to ICTs has a direct impact on

raising the standard and quality of life of the poor and has indirect impact on
poverty through growth and productivity. Information and knowledge enable
the poor to understand better their own circumstances a nd to voice their
own opinions and needs more effectively. ICTs are being introduced to
empower rural communities.

4.1. Development environment and programming tool

Findings of this study shall prove useful to the university administration and
other parties involved in framing ICT policies for higher education. ,is study
can be used as a reference point to understand that students wishing to
enroll for a course in a university finalizes his or her decision based on the
level of ICT application present in that university. Last but not least, this
study will also act as a jumpstart for other researchers who may like to
conduct further research on this topic in future. Information communication
technology (ICT) is among the latest innovations that has revolutionized
various operations in the world. It is particularly important in the field of
education since it has recently created such platforms and opportunities that
have facilitated to some extent the acquisition of knowledge.

CHAPTER FIVE

XXIV
5. Expected Outcome

To see whether ICT has any impact on educational outputs and outcomes,
we calculate the partial correlations between different variables, while
controlling for the other(s) variable(s). All educational output and outcome
variables show a weak and positive (but not statistically significant)
correlation with ICT expenditures when controlling for the number of
Internet users.

There is wide spread belief that Information and communication

Technologies ( ICTs) can and will empower teachers and learners by
transforming teaching and learning processes from being teacher- centered
to student-centered. This transformation will result in increased learning
gains and motivation for students.

ICT enables economic growth by broadening the reach of technologies such

as high-speed Internet, mobile broadband, and computing; expanding these
technolo- gies itself creates growth, and the fact that technologies make it
easier for people to interact and make workers more productive creates
additional benefits.

The impact of ICT infrastructure on social businesses cannot be understated.

It has made social impact affordable, social impact scalable, and enables
new ways to connect to and engage with local communities (a key
characteristic of the social business)

ICT has contributed a lot to change our everyday life such as letter to e-

mail, market shopping to on-line shopping, classroom learning to e-learning,
etc. This paper present's the effects of ICT as Home and Domestic Activities,
Social Networking, Education, Health, Commerce, Banking, and
Employment.

The expected outcome of the project may contain.

1. Destructed usage of ICT infrastructure.

2. Presence of small amount or limited amount of ICT infrastructure.
3. Uneducated number of people in ICT infrastructure.

5.1. Conclusion

XXV
The main focus of this project is to explore the status and recommend the
future contents of ICT Usage in the world specifically in Ethiopia by assessing
the need of students, teachers and educators. Computer studies intend to
furnish students with a broad knowledge of the nature of information
processing and how ICT is used today. In Ethiopia, ICT education has
been provided for secondary school students since 2000 G.C. The study
revealed that ICT education is very poor with the following reasons. The
current ICT curriculum didn’t consider students background knowledge of
computer and the feasibility point of view in our school situation and other
countries experience of the world. Most schools and technical school don’t
have qualified ICT teachers; don’t get training on new contents and
lacks pedagogical science knowledge. Moreover, secondary schools suffer
with scarcity of ICT resources. More than five students are sitting in one
computer just to see but not to practice the ICT lessons. So, most students
have no interest to learn ICT. In addition, the textbooks and teachers guides
are of very poor quality and ICT reference materials are not available at
schools except books of application software in old versions. These problems
affect very much the ICT teaching/learning process and neither of the
concerned bodies seems to make any interventions. Therefore, it is
high time the concerned body fulfill appropriate resources if quality
education is need at our schools.

5.2. Recommendation

Technology is increasing in importance in business and all other areas of

people’s lives to the extent that technological literacy will become a
functional requirement for people’s work, social, and personal lives. The
creative use of ICT in education has the capacity to increase the quality of
young people’s schooling by enhancing teaching and learning. The study
focuses on the status of ICT education curriculum in implementation for the
past fifteen years. Most of the project findings need consideration and
supervision by the concerned government sector and non-government
bodies. Therefore based on the findings of the study, we recommend using
ICT for a better and an effective life.

References

1. Fikre Sitot and Belye Tedla, “Fundamentals of Information

Technology”, Mega Publishing Enterprise, 2002.

XXVI
2. Said Hadjerrouit, “Didactics of ICT in Secondary Education:
Conceptual Issues and Practical Perspectives”, 2009.
3. http://www.formardigital.com/wpcontent/uploads/2011/11/Didactics-
of-ICT-inSecondary-Education.pdf
4. Terence Driscoll and Bob Dolden, “Computer Studies and
Information Technology”, Macmillan, 1997.
5. ICT in School Education (Primary and Secondary) 2010, Selected
Educational Statistics,
6. Donald H. Sanders, “Inside Computers Today”, McGraw-Hill Book
Company, United States of America, 1985.
7. Clement Dzidonu, “The National ICT for Development (ICT4D) Five
Years Action Plan for Ethiopia [2006 – 2010] ”, A United Nations
Development Programme (UNDP) Initiative, 2006.
8. Leslie Paas, “How Information and Communications Technologies Can
Support Education for Sustainable Development”, 2008.
9. Zohreh Abedi Kargiban and Hamid Reza Kaffash,” ICT Curriculum in
Secondary School:
10. A Comparison of Information and Communication Technology in
the Curriculum among England, America, Canada, China, India, and
Malaysia”, 2012 http://rspublication.com/ijca/feb-12/10.pdf
11. Patti Swarts, “ICT as Core and as Elective Subject: Issues to
Consider”,2004
12. http://www.gesci.org/old/files/docman/ICT-as-Core-Elective-
Subject.pdf
13. The International Holocaust Remembrance Alliance (IHRA),
“China Education and Research Network”, 1998-2000.

XXVII