ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-10-11
2.1.2 Percentage of computers connected to the Internet	56.76 % (21 / 37)  2008-03-23

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-10-11
2.2.2 Types of connection and bandwidth	In principle, Gauteng OnLine (GoL) provides internet access for the school. However, this has recently been disconnected. This project is an initiative of the Gauteng provincial government. An important component of GoL seeks to provide a basic computer infrastructure to all public schools in the province that have been unable in the past to provide such for themselves. Typically, the GoL ‘package’ consists of a computer laboratory with 24 networked machines available for learners (although in some cases there appear to be only 20), and one computer by means of which a teacher can manage lessons across the whole laboratory. The server through which the system is networked also provides e-mail and Internet connectivity for the school. Connectivity is via telephone line, and up until recently has been 512kbps. It is now being upgraded to 1024kbps. See http://www.gautengonline.com/index.htm.   2008-09-10
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	21  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	28  2007-10-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	37  2008-07-15
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	35  2008-07-15
2.3.4 Ratio of educators to computers	0.80 (28 / 35) educator(s) per computer  2007-10-11

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	769  2008-03-23
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	35  2008-03-23
2.4.3 Ratio of learners to computers	21.97 (769 / 35) student(s) per computer  2007-10-11

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.	No  2007-10-11
2.5.2 Description of the professional duties of the ICT advisor/technician "Description of the principal professional duties of the ICT advisor/technician." Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans.	A teacher in the school coordinates the use of the computer laboratory. Otherwise, there is no focused expertise in the school either in teaching using ICTs or in their technical maintenance. The school relies on the GoL service provider in this regard.  2008-03-23

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

The standard GoL package - Microsoft Office (Word, Excel, PowerPoint) SA SAMS (School Administration and Management System) programme for school administration.  2008-03-23

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-10-11

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-10-11

3.11 Educators who have participated in continuing education / professional development, which included ICT integration

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	24  2007-10-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	4  2007-10-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	85.71 % (24 / 28)  2007-10-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	14.29 % (4 / 28)  2007-10-11
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	14  2010-09-01
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	10  2010-09-01
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	1  2008-03-23
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	3  2008-03-23
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	93.33 % (14 / 15)  2007-10-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	76.92 % (10 / 13)  2008-07-08
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6.67 % (1 / 15)  2007-10-11
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	23.08 % (3 / 13)  2008-07-08

3.12 The rank of teacher-training institutions, by ICT-integration

3.12.1 ICT-integration index score	Data not available  2007-10-11

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	1.0  2007-10-11
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	1.0  2008-03-23
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	1.0  2008-03-23
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (1 / 1)  2007-10-11

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	0.0  2007-10-11
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	0.0  2008-07-08
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	0.0  2008-07-08
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (0 / 0)  2007-10-11

4.3 The types of ICT use by educators

4.3.1 Types of ICT use by educators (e.g. Powerpoint presentation, Web resources, etc.) "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Summarize (in 150 words) different types of ICT application by educators (of the two varieties). If ICT is not utilized, explain why, provide context and describe any future plans.

Internet was used by teachers until its disconnection. Wordprocessing for preparation of tests.  2008-03-25

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Data not available  2007-10-11

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	The GoL system envisages learners receiving basic training using computers - at least 1 hour per week per learner. Information from teachers indicates that this has broken down for some time now, and learners seldom use the laboratory.   2008-09-10
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2007-10-11
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The girls get accsess to computers at cafes, home and the community library. Some of the girls prefer cafes because there are assistants who help in case you fail to get the info you want. They search for information on their school subjects like Science, English, Geography and Life Orientation. Some prefer to work from the library because they can work on school projects as groups and the librarians search information for them. The libraries also have a printing facility and the learners pay for the service. The girls get access to the internet from their cell phones, but they do not do school work from there. Instead they look for lyrics of songs and information on celebrities. One of the girls gets access to the internet from her brother's computer and the other from a sister's laptop. The one who uses the sister's laptop prefered to work from home because she can use it any time. The girl using the brother's computer prefers to get access to the internet from her cellphone as she can get access any time she wanted.  2011-02-16
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The boys get access to computers at the community library and one of them said said he gets it from home - he owns one. Most of the boys prefer to work from the library because they get assistance when searching for information and it is quiet-they can concentrate on their work. Some senior boys prefer to work form the cafe because he is free to search for information on his own. When asked if he can afford to pay the fee at the acfe, he said it is not so expensive - he pays only R5 for an hour. The boys get internet access from the library-the librarians search for information for them. The boy who owns a computer has access to the internet. Some of the boys get access from their cell phones - not for school work though. Most of the boys prefered to get access to the internet at the library because the assistants help them whenever they need innformation-they search for them.   2011-02-16
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	The girls use the following social networks: Mxit, Twitter, FaceBook and Togo. Most of the them do not use these networks for school purposes but to chat with friends about celebrities and about life in general. Some girls prefer to use Mxit because most of their friends use it anywhere. One said she just prefers to use Twitter. Another girl said although she Mxit for socialing with friends, she accasionally uses it to do school work. She may ask classmates about homework or ask for assistance on Mathematics problems before examinations.  2011-02-16
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	The boys use Mxit and Facebook. One of them prefers to use Facebook but his father has warned him of the dangers of chatting with people he does not know. Most of the boys prefer to use Mxit for chatting on soccer and other things because it is affordable. They do chat with friends about school work whenever they want to find out about homework. One of the senior boys goes to the Mxit chatroom during exams to be prepared on subjects like Mathematics. One of the boys in the same group prefers facebook to Mxit because he can chat with celebrities like Zola 7 who motivates him to work hard at school to make it in life.  2011-02-16

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	17  2008-03-23
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	0  2007-10-11
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	There are differences of opinion in the school about the extent to which ICTs are used. There is some use of ICTs in some courses. The principal indicates the following: "I am of the opinion that all courses can be integrated to ICT although the school has not done so effectively". Information obtained from teachers ranges from bald indications that "ICT is not used" to descriptions of surfing for information on the Internet. In general, the use of ICTs by educators seems very low. The research team therefore concluded that there was minimal, if any, integration of ICTs evident.  2008-06-25
4.5.4 The percentage of courses taught using ICT	0.00 % (0 / 17)  2008-03-25

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) "What factors favour the integration of ICT in your courses?" Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers.	Nothing mentioned in this regard. 17/02/11 The teacher responsible for the computer lab reported that when the computers were changed by Gauteng on Line last year, they only worked for six months. They have reported the problem several times and no one has come to fix them. At the moment no one is using the computers - again.   2011-02-16

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

Not enough computers. There are +/- 5 already that are not working and no one has come to fix them – school staff are not allowed to touch (to fix)them. The school timetable does not accommodate the integration of ICT. The teachers seem to blame the managers for not supporting the use of ICT. It is evident that the teachers themselves have not made any effort to integrate ICT in their teaching. 17/02/11 Computers have broken down and despite several requests for fixing of the machines, nothing has been done by the sponsors of the project.  2011-02-16

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) "What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)" Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum.

17/02/11 Up to now, there is still nothing that supports use of ICT in the school. The computers are not working.  2011-02-16

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees.	17/02/11 Learners are not using the computer lab at the moment. The computers are not working. Teachers who give them research work indirectly motivate them to go and use the internet for instance in the library, cafes or at home to get more information, otherwise the school environment is unable to help in this regard.   2011-02-16

4.10 The competencies required for ICT use (in education) by educators

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.	Basic computer literacy. Specific training in integration of ICTs in learning and teaching – management is of the view that more training is required.   2008-03-25

4.11 The competencies required for ICT use (in education) by learners

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	17/02/11 They are not using computers at the moment.  2011-02-16

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

None (2011-05-30)   2011-05-30

4.12.2 Number of ICT in education-related research publications

1  2007-10-11

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions' “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible.

Pioneering Initiatives in ICT in Education at Daliwonga Secondary School (2011-05-30)   2011-05-30

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-10-11

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	Handouts for class are prepared using ICTs. "Ability to get more information on lessons". (1) "Encourages one to prepare before one gets to class". (1) "It becomes a lesson even for the educator because some learners are now more prepared". (1)   2008-03-25
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	No impact stated.   2008-03-25
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Tests are prepared using computers.  2008-03-23
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	None.  2008-03-23
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	No responses to this question.  2008-03-23

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.	17/02/11 Besides searching for information at access points for their homeworks or project, computers have no impact on their learning especially within the school.   2011-02-16
6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) "Please describe, in general, the impact that ICT has had on students’ learning." Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews.	One teacher made a comment that seemed to be about the general impact of ICTs on her learners: "Learners who were not interested or took no part in class activities are now very interested". (1)  2008-03-25

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) "What has been the impact of ICT on your access to knowledge/information?" Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum.

17/02/11 Whenever learners search for information on the internet their understanding of their acdemic work or general knowledge is enriched. When interviewing learners for indicators 4.4 and 4.5 more than half of each group were not involved in the discussion and when asked they admitted that they do not use the computer at all. (It is possible that only a fraction of the learners are getting acces to knowledge through the internet or other ICTs).  2011-02-16

6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge (150 words) "Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?" Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews.

One teacher mentioned that learners do not know how to gedt information they want from Internet. "They write everything and do not know how to summarise and check spelling".   2008-03-25

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) "How has ICT helped you in producing documentation related to learning - written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion.

17/02/11 None still. The printing that is done at the community library is of information that learners extract form articles they use to do their school work. It is not their original work-they do not work on documents themselves.  2007-10-11

6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning - written assignments etc? (Please attach copies or descriptions of documents if possible - how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based.

No responses in this regard.  2007-10-11

7.1 The number of institutions with ICT integration plans

7.1.1 Institution has ICT integration plan? "Does your institution have a plan for the integration of ICT?" Indicate by yes or no whether the institution has an ICT integration plan.

No  2007-10-11

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

None. Computers are not integrated into teaching or learning in this institution.  2007-10-11

7.2 The number of institutions with a strategy in place to maintain and renew their ICT equipment

7.2.1 Institution has a strategy in place to maintain and renew ICT equipment? "Does your institution/department have an ICT equipment maintenance and renewal plan?" Indicate by yes or no if the institution has a maintenance and renewal strategy for ICT equipments.

No  2007-10-11

7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) "Attach a copy, and/or description, of the maintenance and renewal plan." Write a summary of 150 words on the maintenance and renewal strategies of ICT equipments and attach documents if possible. In the case where no renewal and maintenance policy exists, explain why, provide context and describe any future plans.

None. Dependent on GoL.  2007-10-11

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

No  2007-10-11

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

None.  2008-06-25

7.4 The number of managers (in education institutions) trained to use ICT

7.4.1 Number of managers	8  2008-06-25
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	Principal. Deputy principal. 5 x Heads of Department (Languages, Social Sciences, Natural Sciences, Commerce, Music [sic])   2008-06-25
7.4.3 Number of managers trained to use ICT	4  2007-10-11
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	All managers received basic training in the Gauteng Online system. Some received even more advanced training on this. This included looking for information on Internet, typing, printing, creating passwords, etc. The Principal and the administrative staff received special training on the use of SA SAMS for 35 hours.  2008-03-25
7.4.5 Percentage of managers trained to use ICT (in education)	50.00 % (4 / 8)  2008-06-25
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	5  2008-03-23
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	3  2008-03-23
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2008-03-23
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	3  2008-03-23
7.4.10 Percentage of female managers in the institution	62.50 % (5 / 8)  2008-06-25
7.4.11 Percentage of male managers in the institution	37.50 % (3 / 8)  2008-06-25
7.4.12 Percentage of females managers trained to use ICT in the institution	20.00 % (1 / 5)  2007-10-11
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (3 / 3)  2008-06-25

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.	SAMS is a vital tool in the management of the school - designing reports, storing info, statistics, records, designing forms and templates, typing tests.   2008-06-25

7.6 The impact of ICT on which curriculum is taught (mathematics, science, language, arts, etc.)

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.	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". No comments made by school managers in this regard.  2008-06-25

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.	Educators can use ICT in drawing up classlists, recording information, learners'particualrs, and parents. They can set up and store questions. (Principal)  2008-03-23

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	0  2008-03-25
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	"How to use SAMS. The assistant staff and the principal received special training on SAM for 35 hrs." (Principal)  2008-06-25
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 8)  2008-06-25

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.

Lack of skills on the part of educators is a serious barrier. Not enough time for educators to visit the computer lab. Not enough computers to allow educators to use them on a regular basis. The teacher who is in charge of the computer lab claims that if computer periods were included in the timetable, computers would be used by learners or integrated into the subject taught at the school. Unfortunately, the headmaster feels that that cannot be an excuse as computers can be used any other time, blaming the teacher for not making efforts to ensure the machines are used.   2008-07-08

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

At the moment the school does not have something to point on as a success story as such. The only time learners benefitted from using computers was when the internet was connected. The Grade 12s researched for more information on their subjects and projects from the internet.  2008-07-08

9.1 The number of female learners who have access to computers

9.1.1 Number of male learners in institution "Number of male students." Indicate the number of male students in the institution.	461  2008-03-23
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	461  2008-03-23
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	308  2008-03-23
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	308  2008-03-23
9.1.5 Percentage of male learners who have access to computers	100.00 % (461 / 461)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (308 / 308)  2007-10-11

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers "Number of male educators." Indicate the number of male teachers in the institution.	13  2008-03-23
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	13  2008-07-15
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	15  2008-03-23
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	15  2008-07-15
9.2.5 Percentage of male teachers who have access to computers	100.00 % (13 / 13)  2008-07-08
9.2.6 Percentage of female teachers who have access to computers	100.00 % (15 / 15)  2007-10-11

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content "What impact has integrating ICT had on the development of African course content?" Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content.

None. ICIT is not integrated into any subject in the school at the moment.  2008-07-08

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	0  2007-10-11
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	0  2007-10-11
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Not applicable as learners are not using them at the moment.  2008-07-08
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-10-11

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education "Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?" Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators.

Data not available 2008-06-25

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

Data not available 2008-06-25