Abstract:
The aim of this study is to investigate Sudanese secondary school teachers' e-learning
readiness.
The main research question deriving this study is:
What are the various factors contributing to e-learning readiness in schools that make some
Sudanese secondary teachers show an early involvement in e-learning innovations while others
show later response or resistance to this new technology?
In this study, both quantitative and qualitative methods were used to collect data from the
selected participants. These methods assisted in building a base on a complete understanding of
the research problem; in this study the qualitative method was used for triangulation of the data.
The research used questionnaires; interviews, classroom observations as principal methods of
data collection. The sample of this study was 130 teachers from various Sudanese secondary
school in Khartoum state as well as 13 principals.
The following are some of the effective results revealed from this study, which can help in
successful implementing of e-learning in education system if it can be put into Sudanese decision
maker's consideration.
There were many problems existing in the Sudanese secondary schools significantly deterred the
teachers' readiness to ICT. Some of these problems include:
1. Absence of strategic implementation in computer training in secondary schools.
2. Lack of adequate information on ICT and its effective role in increasing secondary school
teacher's efficiency.
3. Misuse and mismanagement of computers in secondary schools.
4. Lack of teachers trained on how to integrate e-learning into their teaching curriculum.
5. Presence of large numbers of pupils in classrooms, lack of equipments, suitable and
relevant infrastructures, specialized and effective educational programs, and high cost of
computer hardwares and their related maintenance.
