ObservatoryICT

All computers are networked, and all connected to Internet.Internet connection is via ADSL telephone connection, through the ISP MWeb and is generally reliable on a full-time basis. Bandwidth is 1024kbps.  

A ICT advisor/technician is employed by the school. His job description includes two functions: 1)Continual upgrading and maintenance at a technical level of the ICT infrastructure of the school; 2) Support for and participation in the ICT-based teaching and learning activities of the school. 

Microsoft Word and Microsoft office suite (Word, Excel, PowerPoint, etc.)and SAMS for administrative purposes. 

Internet searches for information. Use of Word, Powerpoint and various graphic design programmes to prepare materials for use in class. Use of administrative packages for learner records, etc. There is relatively little use of ICTs during lessons for presentation or communication purposes.  

Wordprocessing PowerPoint presentations e-mail communication Computer Aided Design in technological areas Internet research (see 4.5.3) 01/09/10 Computers are the main digital technology used by learners in this school. They use them for doing assignments or projects and to perform exercises given in Computer Application Training (CAT) lessons. They use the Microsoft suite. Word Processing for writing documents and PowerPoint for presenting speeches for different subjects. 

The female learners in this school have four points of access to computers and the Internet. At school they work on computers during the Computer Appplication Training (CAT) lesson for instance. They have at least four hours (eight periods) a week for the CAT lesson. They can also use them at breaks or in the afternoon to do their other projects especially if they do not have Internet at home. They do not share computers. The school then becomes the main point of access since they can spend longer hours working on computers. They can research and write documents given for other subjects during this time. The second point of access is at home. The time they spend on computers at home is limited as they often share and the only time they can work on computers is in the evening. One of the girls in the group has a part time job in a shop that gives access to the Internet available to her - a rare case. She is then able to do her research work for educational purposes as well. Cybercafe`s are usually used by those who do not have Internet at home. They usually use it to keep in touch on facebook or to search for information needed at school. 

The information given by learners was more or less the same as that of female learners. Both of them seem to have the same access points except for the work one which none of the boys has. Therefore their main points of access are 1)the school 2) home 3) cybercafe`s. 

The learners are active participants on mxit, facebook, twitter, Youtube, Skype and BlueWorld. These are mainly used for social networking to keep in touch with friends and family members. One of the girls pointed out that she is happy with using her phone to sms or phoning her contacts only. The rest of the group argued that the other social networks have more advantages because they can be in touch with lost friends and family members and can meet neww people as well. They use mxit for school work to update their friends who have been absent. They give them the home work for the day. The most commonly used internet based social networking services for pedagogical purpose are mxit and facebook because they can be downloaded and are available on the learners mobile phones. 

The boys gave the same contributions as girls although girls seemed to be more active in the discussion. 

All courses integrate to some degree. The following are the most significant: 1. IT/CAT •ICT used in all lessons •Data Projector for all programming lessons •PowerPoint presentations to teach theory sections of the syllabus •Programmes can be evaluated on the computer instead of just on paper •Learners use email for some activities and to submit tasks (they can do so even if they are absent from school). Teachers use it for instruction and for communication amongst each other ( in the case of team teaching) 2. Arts and Culture •Writing lesson plans, mark sheets, rubrics, projects and work sheets. •Information disseminated by CDs to learners. •PowerPoint presentations and videos are used for info that needs to be viewed (good quality of visual images is important in this field) •Use of internet to obtain information 3. Life Orientation •Teacher’s research in preparation for lessons •Learners are referred to the internet for their research projects •Learners can get information on prospective careers. •Learners use different media (???) to present (promotion of multimodality)what media do they use? Check which subject teachers said that? INTERVIews •Data projectors, videos, DVDs, PowerPoint presentations and computerised transparencies for presentation of lessons. •There are programmes that can assess work automatically. Languages: 4. English •The wide source of information on the web helps learners to understand varied perspectives and that facilitates class discussions. •Literature is understood better since there is a surplus of reviews, analysis and questions offered. •Questions are answered via e-mail and other message services •Lesson plans from other institutions help build ideas, for the teacher and help generate a strong sense of technology-orientated classroom. •On-line chats help teachers discuss and introduce new methods in the classroom. •Questionnaires and notes that are available on the web are very appealing to students. They give them the opportunity to integrate advanced teaching skills by accessing material from the website and improve their understanding generally. •Internet used to find lesson plans in specific areas such as language and literature. 5. Afrikaans •Visual aids from the internet •Rubrics, mark sheets, work sheets, exams •Use OHP for presentation of lessons •Analysis of poems and set works in the internet (background information on authors, poets and references in literature to clarify for learners. 6. Life Sciences •There are better diagrams that can be obtained from the internet (better than those in the textbooks) 7. Natural Science •For research and preparations of lessons •To prepare notes •DVD player used for visuals and for movies •To update learning materials 8. Engineering Graphic and Design Technology •Helpful in teaching learners to draw using computers •The program, CAD only works with computers- learners love it •Internet browsing and gathering of information for teachers and learners. •Writing tests and notes 9. Mathematics •Lesson plans, assessment, work sheets and core curriculum information •Research on relevant topics before delivery of lessons •Teaching material (eg. A teacher designed a task based on time, money, making informed decisions, interest, etc. for Grade 11. and 12s Maths Literacy •To supplement teaching time and for remedial purposes. 10. Geography •Excel for spreadsheets •PowerPoint presentations – human settlement •Internet used to gain up to date information •Learning material designed from different sources - internet  

The influx of technology compels them to use ICT. There are 2 computer labs in the school and this gives learners who do not have computers in theeir homes access to them - giving them an opportunity to research on given tasks. Teachers can encourage learners to find more information because they know they can have access to it either in their homes or at school. They also have access as staff to computers that they can use whenever they need them to prepare for their lessons. Since all staff members have email addresses and have access to the internet giving them an opportunity to research for more information and to communicate with teachers teaching the same subjects. They say they expose themselves to different methods of teaching from the internet that they adapt to suit their teaching environment. 

Raising funds to purchase ICT that can be used in the calssroom is a big challenge. They wish they could have the Interactive whiteboard in their classrooms so that they can easily integrate ICT into their teaching. The learners are not all familiar with how to find information from the internet. Some of the work merely becomes a copy of what is in the internet and this makes it difficult to evaluate the learners' level of dealing with content or skills covered. 

They are happy that they have the two labs with enough computers for a class. They do not share computers during lessons. Having access to the internet at school is a big advantage especially for those who cannnot afford to connect or buy computers.The presence of computers and qualified IT teachers give them an opportunity to choose to pursue courses that will give them an advantage when they look for jobs or studying places in higher institutions.The library ccomputers are available for research work and this facility is much appreciated by learners. 

They do not have enough time during lessons on computers to explore as much as they would like on their research work and other skills they might have learnt. Learners wold be happier if there were more computers were available to falcilitate access whenever they need them to do their school work.  

Educators felt that a knowledge of Microsoft programs is necessary. Microsoft Word for preparing teaching and learning materials; Microsoft Excel for recording marks and other tasks or subjects that need a spreadsheet (like accounting or statistics); Microsoft PowerPoint for theory lesson presentation; Data projector for programming lessons. Burning CDs with visual images that can be used in lessons like Art and Biology. Most teachers felt that retrieving information from the internate is a necessity as there is abundant and up to date information that they can use to improve their lesson content. One of the Life Orientation teacherswrote in the questionnaires that she would like to be competent in using an interactive whiteboard when teaching so he can access information immediately.  

Learners said that they need skills in working on most of the Microsoft programs. Microsoft Word for typing school tasks;Microsoft Excel for performing work for some subjects-like accounting; Microsoft Publisher for doing business transactions that may need publishing; Microsoft Paint for images; Microsoft PowerPoint for project oral presentaions. They also need to know how to send and receive emails and how to search for specific information from the internet. They also have to know how to cut and paste information and images from the internet. 

Computers have made lesson-planning a lot easier. One of the Mathematics educators said, "It has improved it since I have been able to access activities, investigations tec. from other countries to complement my own work. Most of the educators deisign their worksheets on the computer. They usually find it easier to prepare their lessons because vast information is available to work from in the internate. Some educators felt that their learners' performance is of a high standard generally because there is evidence that they search for informationin the internet. They refer their learners to the internet for projects they give them, they do not have to supply them with all the information. Some educators said that they are benefiting from modern ways of teaching they have found in teaching and learning websites. 

Most educators indicated that the impact is secondary as their in-class teaching or performance has improvedin the following ways: worksheets or exercises can be easilly prepared and printed or sent to the learners; their lesson content is rich as they are able to pick a lot of relevant infromation from the internate-their learners benefit from this because they can get answers to most of their questions during lessons-helping them to understand content better;they get ideas on how to handle discipline in their classes and on how to deal with or present their lessond in ways that will sustain their learners' interest from education or teaching websites. About half of the teachers indicated that theyy do not use ICT in the classroom and some alligned this to the absence of computers and interactive whiteboards in their classrooms. The Engineering Graphic and design Technology teacher said he uses a program called CAD (Computer Aided Design) in the classroom. He said, "Learners are intrigued and wouldn't leave the class because it is interesting". 

Most teachers indicated some use of ICTs for administration purposes related to examinations. 10 teachers indicated that they use computers to design assessment tasks. Three teachers empahsised a negative impact of ICTs - increasing plagiarism. As one put it, using Internet "learners cannot judge information for relevance". The Information technology teacher pointed out that she is able to evaluate programs designed by learners ont the computer instead of just on paper. 

Educators and learners for Information Technology subject do communicate to a large extent. Learners submit their assignments through the email.Absent learners also benefit from this facility as they are able to submit work on time from home. Feedback from educators is also given through this channel. One of the english educators said she does not communicate with learners at all through email but with their parents (as Grade Head) to "inform them of homewrk ordiscipline transgrassions". The researcher notted that the majority of educators do not comunicate with their learners electronically except those who teach subjects that demand the use of computers like Information technology and Engineering graphic and Design Technology. 

The majority of educators in this institution do not think ICT helps them to reflect on their teaching and this could be related to the fact that they usually do not use it to dirctly teach. One of the educators actually expressed that if she had the facility (computer) to teache she would then be able to reflect and see if it makes a difference in her teaching. An English educator said,"I obtain various opinions from professional bodies and individuals on the work I am teaching". It is evident that the opinions she gets help her reflect on the content she presents (researcher). A Natural Science educator says computers inspire her to keep current and to update her materials. In general, the few educators who responded to this indicator are those who seem to be searching for content presentation on their subjects from the internet. 

Computers have broadened their understanding of the world and the content on their subjects. If they want to find out more about what they have learnt, they simply go to the internet. This has helped them improve the quality of their responses to tasks given by their educators. Their projects are more detailed and presentation is of a high standard.  

Generally educators feel that the biggest contribution that ICT has made is provinding learners with easy accessibility to information. This has not only dirven learners to keep researching for more but the educators as well. One of them pointed out that if they as educators do not search for more information they face embarassing moments when they are challenged by their learners. This perhaps is the reason why a number of educators indicated that they encourage learners to search for information to roaden their knowledge. one educator was impressed by one of her learners who had friends filling in questionnaires in facebook for a project and this work very well. 

Learners are just happy that they can access information from the internet and they enjoy searching. it has broadened their understanding of the world around them and that which is distanced. They actually prefer using the internet to search than books because they get the latest knowledge from it. 

Information base to test is broader and learner’s responses are more insightful. (1) Increasing use of Internet by learners leads to them being unable to judge the relevance of information. This is related to increasing plagiarism associated with use of the Internet(see 5.1.3). Some educators applaud the internet as they are able to access the latest information that is relevant to learners' interests and to the modern trends. This way their lessons become more interesting and releevant to the society they are living in. Educators value the examples and guidelines they get from it and they acknowledge the difference they make in their teaching as a whole. 

They agreed that their presentation of documents is of a high standard now because they are able to use different Microsft programs to address different sections of their tasks.Learners find it easier to work from the computer then write because there editing functions that help them with grammar and sentence structure. They are also able to enhance the quality of their projects by integrating actions from different programmes to achieve desired effect. 

Educators are pleased with the quality of work produced by learners. The languge and presentation has improved and this helps educators to focus on the content and the presentation of it by learners. Learners are more creative in their presentations and most of them make an effort to produce attractive work. Some teachers insist on good presentations to inculcate good habits that they will employ at work places. 

The principal said, "It is not something which has been addressed or formally deliberated". Although there is no formal program in place to ensure integration, a number (slightly more than half) of the educators who responded (questionnaires) are using computers either to prepare or to teach their lessons. The educators see the benefits of using them and it is interesting that some of them have indicated that they would like to use them to teach - the problem is that they do not have machines in their classrooms (Researcher) 

The school has a contract with Hattingh Technologies (HT), an IT service provider, for teh aminetenance and ongiing renewal of IT systems. The contract runs most effectively when co-ordinated through a single representative at GHS: the IT advisor/technician mentioned above. All problems are reported to him. If an urgent problem arises, an e-mail must be sent to HT to guarantee attention to the situation promptly. Due to the labour intensive nature of this contract, (which caters for old and new computers, in or out of warranty), HT will quote and/or supply GHS with all of the necessary parts, equipment or software at ’cost plus 15%’, and not at retail price. This will include free on-site support for a year on new equipment. (This will survive a termination of the contract.) As part of the contract, HT will be available for Computer Related Planning Meetings and Committees. They are also available to report and assist on future Computer Related Budgets.  

None. The school does not provide access to the community as part of its functions. 

The Principal ensures that the school is managed satisfactorily and compliance with applicable legislation, regulations and personnel administration measures as prescribed. He ensures that education of the learners is promoted in a proper manner an in accordance with approved policies. The deputy principal assists the principal in the duties above and in maintaining a total awareness of the administrative procedures across the total range of the school activities and functions. He also teaches as per workload relevant to his post level and needs of the school.He is responsible for the school curriculum and pedagogy. The Fiance Manager prepares monthly financial statements, annual financial statements,budgets, monitoring of cash flows, and the collection of school fees, payoll administration, creditor payments, reconciliations and investment od surplus cash. The subject Head monitors class teaching, effective functioning activities that take place in aparticular grade.  

The institution manager did not recieve any formal training. The other managers were trained in basic computer usage. they have developed their skills and exposed themselves to systems like SMART and Pencil Box they use for administrative purposes.  

The benefit is largely in administartive process with systems such as SMART and PENCIL BOX. The impact is felt in the increased efficieny of the schools administratiom system.There is no shortage of information on Internet. Communication & networking with other institutions - exposure to leadership practices. Mission statements of schools and disciplinary practices used around the globe are acceisible through the internet and these give ideas on how similar challanges can be undertaken. ICT provides rich sources of practical ideas; there is no shortage of information anymore. The internet has made it possible to gain access to alot of relevant issues that assist in solving problems encounted in the administration and maintaining high standards in the school as a whole. Information can be stored, adjusted easily and presentation of work has improved with the use of templates and designs from available programs have been particulary helpful.  

No comments from managers in this regard. There is only one national curriculum in South Africa. ICTs may have an impact on how it is delivered, but not on "which curriculum is taught". 17/03/09 The headmistress pointed out that some subjects are more geared towards ICT integration and at this stage this indicator would apply more to them. Subjects like Accounting, and Economic and Management Sciences have been trained in Pastel Accounting, Quickbooks, PowerPoint and Excel to ensure their lessons meet the curriculum requirements set. The Engineering Graphics Design educators have been trained in CAD (Computer Aided Design). 

The main benefits lie in networking and exposure to alternative practices. A wealth of educational material is available and easily accessed: past papers, exemplars, rubrics, gazettes, work schedules, learning programmes ... teachers are able to investigate other teaching practices, and access academic research, around the globe. This leads to far more exposure and creativity.  

All managers appear to have mastered the necessary software packages - both for adminstration and the leadership of teaching and learning - to be able to carry out their duties, even where their training has been informal and 'on-the'job'.They can access the schools aministrative system that encompasses the following: Registration of learners, managing absenteeinsm, keeping records of conduct and punctuality. Such information enables the school to follow up and attend to problem areas in behaviour ot to access information for the learners testimonials. They can send sms if they want to contact parents for any reason and this is a cheaper way of communicating. The managers have access to the website and are able to check marks, reports and design the timetable. However, the collective assessment of management is, "we should be classifed as 'fledglings' when it comes to the integration of ICT in teaching practices."  

Lack of time to integrate it to a large extent -so many other priorities. Assessment and administrative workloads leave no time for creative preparation. Lack of funds/sponsorship. e.g. Many staff members would love white boards for example. Teaching programming without a data projector is time consuming and learners do not grasp concepts as quickly as they would. They do not follow and see what really works. No ICT facilities available for immediate use in the classroom. A White Board is useful for instant research during a lesson. Absence of satellite facilities for direct communication with LO teachers from other schools to facilitate information exchange. Insufficient number of computers that can be used at breaks by learners who do not have access to computers or the internet in their homes. Such learners do not perform as well as those who have access. If all teachers and learners had a PC in the classrooms, it would be easy to keep up with the demand of proficiency that compares with first world countries. Some teachers are not technologically inclined and they make no effort to integrate ICT into their learning areas.  

The use of Computer Aided Design in the subject, Engineering Graphics & Design, was something students found novel and stimulating. The use of a data projector in Information Technology improved the quality of tuition. Learners can now access information anytime and anywhere improving the rate at which knowledge is acquired. Sometimes the Department of education does not respond quickly with regards to material guidelines, one can download these from Thusong.org.za as long as the school is on line.Vast amounts of information can be attained in a short available. The school saves on the amount of paper that could be used for are more insightful.Networking with other teachers assists teachers to produce higher quality teaching materials. 

The Internet is likely to have the most significant impact here - in the ability to access relevant content. African language (ZULU)educators at the school have the following reservation: "We do not use computers in our lessons because all information on websites is in English - isiZulu is not accommodated"(ZULU). 

Very little by way of benefit at this stage. The school is in the process of purchasing a computer-aided Mathematics instruction programme to assist learners in this regard. Learners with special needs are still to be identified. 

Educators did not think there was a significant gap in the relationship between the first language of the learners and ICT in education. The reason being that their learners havebeen using english as the language of learning. Some learners actually use English in their homes and parents create this kind of environment to expose their children to the language they use at school.