Sudanese Secondary School Teachers' Readiness Towards E-learning

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.