Relevant studies showed the positive influence educational technologies have on students' academic experience. This study examined how students in Addis Ababa's public, private, and international high schools use Educational Technologies to improve their academics. Thirty random schools were surveyed, and the collected data were analyzed using descriptive, regression, and inferential statistics to address the objectives of the study. The online survey had more than a thousand views per school, showing high accessibility of both the internet and devices. Most of the respondents used educational technologies. 18.4% of students who didn’t use edtech attributed it to a lack of guidance from their teachers. In Ethiopia and similar countries, many studies, including this one, found that teachers were not using educational technologies.

This study confirmed that using Edtech increased academic motivation. Interestingly, educational technologies were used equally irrespective of whether students found their daily lessons “applicable” or not. This contradicted other studies, which found that the use of e-learning in developing countries was significantly affected by their perceived utility. Similarly, there were only a few significant advantages or disadvantages of enrolling in any of the three high school categories. For instance, students learning in public schools showed a significant increase in social media use while international high school students got significantly better guidance on using edtech compared to their public counterparts.