Abstract
This purpose of this study is to investigate the current status of ICT infrastructure and Innovativepedagogical practices in secondary schools in Sudan. A sample of 50 secondary schools fromKhartoum state was selected using a stratified random sampling technique. A mixed qualitativeand quantitative method was used for this study. In order to collect the relevant data, a semi-structured questionnaire and interviews were used. The data collection instruments
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were issuedto 180 respondents from identified schools (48 principals, 48 computer coordinators and 84 sci-ence and math teachers). 98% of the questionnaires were completed and retained for analysis.Statistical analyses were conducted using statistical package for social sciences (SPSS) to calcu-late descriptive statistics. The findings of this investigation are also analyzed in relation to a num-ber of selected countries (Slovenia and South Africa). The results indicated that Sudan does notyet have the necessary ICT infrastructure to integrate technology into education and is well be-hind many countries internationally in implementing ICT into education. It is also clear that, sec-ondary schools in Sudan had little experience with the use of ICT in teaching and learning. Themajority of schools in Sudan use ICT for administrative purposes; however, the use of technologyacross the curriculum is still at infancy stage. Based upon the findings some recommendations aremade for the policymakers of the Ministry of Education in Sudan
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were issuedto 180 respondents from identified schools (48 principals, 48 computer coordinators and 84 sci-ence and math teachers). 98% of the questionnaires were completed and retained for analysis.Statistical analyses were conducted using statistical package for social sciences (SPSS) to calcu-late descriptive statistics. The findings of this investigation are also analyzed in relation to a num-ber of selected countries (Slovenia and South Africa). The results indicated that Sudan does notyet have the necessary ICT infrastructure to integrate technology into education and is well be-hind many countries internationally in implementing ICT into education. It is also clear that, sec-ondary schools in Sudan had little experience with the use of ICT in teaching and learning. Themajority of schools in Sudan use ICT for administrative purposes; however, the use of technologyacross the curriculum is still at infancy stage. Based upon the findings some recommendations aremade for the policymakers of the Ministry of Education in Sudan
Original language | English |
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Pages (from-to) | 37 |
Number of pages | 54 |
Journal | International Journal of Instructional Technology and Distance Learning |
Volume | 12 |
Issue number | 7 |
Publication status | Published - Jul 2015 |