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	0.00 % (0 / 28)  2007-10-11

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2007-10-11
2.2.2 Types of connection and bandwidth	In principle, GoL provides for Internet access. However, the school principal indicates that there has been an ongoing "misunderstanding" between the responsible service provider and the Gauteng Department of Education, and as a result the Internet capacity has not been functional.   2009-01-15
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.	0  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	34  2011-01-27
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	28  2007-10-11
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.)	0  2007-10-11
2.3.4 Ratio of educators to computers	0.00 (34 / 0) 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	938  2007-10-11
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.)	24  2007-10-11
2.4.3 Ratio of learners to computers	39.08 (938 / 24) 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.

There is no person employed at or by the school who is responsible for these duties. Instead the provincial education authority (the Gauteng Department of Education) contracts an IT service provider to maintain the systems put in place at the school. They do this only sporadically. The new teacher, appointed from July 2008, will be responsible for the educational aspects of the maintenance of computers in the school.   2009-01-15

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 Gauteng Online (GoL) package, including the Microsoft Office suite, is used at the school. The principal expresses concern that a number of other software packages which have either been purchased or donated to the shcool may not be used on the GoL computers because of restrictions placed on their use in that regard. Computers donated with the software turned out to be very old - the school realised later that they had been 'dumped' on it. A version of Pascal has been used in the administration of the school in the past, and more recently the school has gained access to the SA SAMS system.   2009-01-15

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	19  2009-01-15
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	15  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	55.88 % (19 / 34)  2009-01-15
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	44.12 % (15 / 34)  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.	10  2011-01-27
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	9  2011-01-27
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.	10  2009-01-15
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.	5  2009-01-15
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (10 / 20)  2009-01-15
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	64.29 % (9 / 14)  2008-09-10
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	50.00 % (10 / 20)  2009-01-15
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	35.71 % (5 / 14)  2007-10-11

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)	2.0  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.)	2.0  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.)	2.0  2008-03-23
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (2 / 2)  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)	1.0  2008-03-23
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.	1.0  2008-03-23
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.	1.0  2008-03-23
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2008-03-23

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 access. ICTs are used largely for lesson preparation by about one third of the teachers in the school. Those who who do this tend to work on their own computers at home - they do research for lessons, but do not often use ICTs for presentation purposes at school since the facilities are not available.   2008-08-12

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.	Basic training in the use of the Microsoft wordprocessing and spreadsheet programmes. A small proportion of learners spoke of suing cell phones, including the social networking tool MiXit, to communicate with each other on school learning matters. A handful of students in our focus groups used Internet for research purposes away from the school, when they got the chance.  2009-01-15
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 access to computers at the school lab or the Public Library. The library staff allows girls mostly because they concentrate on their school work and don't make noise. The boys play music and games and that ends up disrupting library users. The girls prefer to work from school because there is access everyday during the short break and at lunch. They use the lab to do school work only. The Internet is accessed from cell phones mainly. They search for Geography, History and Tourism information they need for assignments and projects given at school. Girls prefer to access internet from their cell phones because they can connect anytime of the day. most of them did not have a problem with airtime (they can afford it).  2011-01-27
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 from the Library. Usually they are not allowed to use the it because of the bad behaviour of most boys. They said, adults use computers most of the time. The boys interviewed are not allowed to use the school library either - only the Grade 8s are allowed. The Grade 8s are allowed to use computers anytime. The teachers give them assignments that require researching but they are often frustrated because they cannot use computers either in the school lab or the Library. Although they can use books in the Library the sources do not give them adequate information. Unfortunately they do not have computers in their homes. Whenever boys get access to the Internet, they play music and find tips on life issues mostly. They occasionally search for academic work.   2011-01-27
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 usually chat with friends on Mxit. They talk about life and school work. They get help each other with projects and home works - especially on Mathematics. They also chat with friends in other schools and they also get assistance from them on school work matters.  2011-01-27
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 also chat with friends on Mxit. They help each other with school work in Accounting and Economics. They prefer Mxit because they can access it easily.  2011-01-27

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  2009-01-15
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).	11  2009-01-15
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).	English Afrikaans Setswana - learners use Google in the langusge itself, and also MSWord applications for writing. Maths - learners using the software programme provided by Gauteng Online. 'Computer periods' In all the above subjects, plus Travel & Tourism, Geography and Science, students use computers for information retrieval. In the field of Engineering Graphics and Design, the school relies on facilities at another school for its learners.  2009-03-16
4.5.4 The percentage of courses taught using ICT	64.71 % (11 / 17)  2009-01-15

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.	"Learners are excited when they use the computers. This encourages us to try to use them" - comment in a focus group.  2008-03-23

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.

The general view was that there were not enough computers at the school for it to realise its ambitions."The school has limited resources, and cannot find enough money to realise its dreams for e-learning." There was general dissatisfaction with poor support and maintenance of the GoL system. One educator mentioned the poor basic provisioning at the school - for example, there are only two overhead projectors, and most of the electrical sockets do not work. For one teacher, the GoL laboratory counted as an obstacle to learning - "the lab is seldom used by educators. Learners use the lab only when Internet is active."   2009-03-16

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.

The computers are available but they are not in use at the moment because there is no computer or IT educator. 27/01/11 The computer lab is functioning now. The computer lab evtually came, but computers are only used by Grade 8s. The rest of the school (according to what the boys said) is not allowed to use the lab.  2011-01-27

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.

Computers are not enough for all the learners(Researcher: they are concerned about the numbers because each class has more than 25 learners). There is a shortage of classrooms and the computer laboratory is used as a classroom for a subject that does not use the machines at all. There is no IT educator in the school and as a result learners cannot have computer lessons. The school needs funds to buy more computers.  2009-01-15

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.	"Computer literacy, and knowing how to use the internet". "Knowing how to use the equipment that the school has" - this comment referred to video facilities as well as computers.  2008-03-23

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.	Typing, using the internet, saving information from the Internet and how to get information they need for their assignments or job search.  2008-10-22

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).

Does the notion of 'Digital Divide' have descriptive Validity in South africa (2011-05-30)   2011-05-30

4.12.2 Number of ICT in education-related research publications

1  2008-03-23

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.

None (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.	For certain subjects, the Internet has given much more access to information for lesson preparation. A number of educators also mentioned their ability to produce neater and more interesting documents. There seems to be an emerging emphasis on the use of cell phones to support callroom teaching, as evidenced by two teachers who responded to the questionnaire.  2009-01-15
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.	Except for some exercises in the GoL laboratory, there is not much in-class use of ICTs in lessons. One respondent expressed frustration in this regard: "I don't have enough information on how to do it. Space is also limited in classes, it's time consuming to take learners to the computer lab ... but I really would like to use it in the near future." One teacher has used cell phones communication in an innovative way, getting students to send meassages to each other and then engage in a classroom process whereby they correct each others' grammar and spelling. Another rspondent spoke of the use of a DVD player during an English lesson. This response, in a sense, expressed the limited use of ICTs in the school rather than their expansive use.   2009-01-15
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.	There is no direct use of ICTs in assessment practices at the school. However, the school uses software programme for the administrative side of assessment (SAMS) and most educators assist in this in some way.   2009-01-15
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.	There is no educator-learner communication, at least at an official level, at the school. This includes the use of cell phones. Learners in general do not have access to e-mail communciations, and this has not been possible to address owing to the lack of connectivity at the school in the past. This also stands in sharp contrast to patterns of cell phone communication amongst students, which seem to be more extensive, and also to the beginnings of the use of cell phones by some teachers in classroom activities.   2009-01-15
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.	Most educators were optimistic about the potential of ICTs in the school in future, and supported the principal's e-learning plan. However, there did not seem to be much of a sense amongst them of re-thinking their education practices as a result of the use of ICTs, either in the school or using their own machines at home. Besides one general comment,"[at an e-Learning workshop]I realised how effective ICT could be", educators responded in the negative to this question.   2009-01-15

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.

Learners in general were quite cynical about the extent to which ICTs helped them with their learning. At the moment ICTs, in particular computers, seem to have little impact on their learning since they are not using them for ths purpose at the school (July 2008).   2009-01-15

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.

There were comments from educators about some limited impact of ICTs on learning - for example, there was a sense that the use of ICTs helped improve students' use of English, and also that in certain cases the research that students were able to do on the Internet contributed to their knowoledge and to classroom discussions in particular subject areas. However, the general view was that this impact will be small until the school is able to do more to give wide ICT access to learners.  2009-01-15

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.

Since learners have limited access to the school computers, 3 out of a group of 12 interviewed had had access to the internet through a relative at work or from the internet cafe. One boy listens to the Learning Channel on TV to get access to more knowledge on the subjects he is doing.  2009-01-15

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.

There is some improvement in language learning, especially in English. In general, the reason for this perception seems to be that learners have to use English to work on the computers, and this helps to improve their abilities in the language.  2008-03-23

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.

"None". Learners in general indicated that they produced written documents as they always had. None of the elarners who were selected randomsly for participation in our focus groups indicated that he or she is able to use PowerPoint. Learners are not using computers in the school for this purpose because there is no computer teacher at the moment.  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.

Teachers confirm that learners are not using the computer facilities to do their schoolwork at this stage.  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.

Yes  2008-03-23

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.

The principal has produced a detailed e-learning plan for the institution. From 1 July 2008, the school employed an educator who is responsible to develop ICT integration practices in all learning areas.  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.

No detailed strategy of this kind is in place for the institution. It is reliant on the general framework of the GoL service provider agreements, which, as indicated earlier, have not been very successful.  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.

Yes  2008-03-23

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. Most of the parents work in the farms and due to long working hours and transport problems, they cannot be available to attend computer classes. Up to June 2008, there was no teacher responsible for the labs anywhere to teach the community or the learners for that matter. A long term commitment of the school, however, is to start integrating community programmes related to the use of ICTs into its overall activities.  2009-01-15

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

7.4.1 Number of managers	9  2008-09-10
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. 2 Deputy principals. 6 Heads of Department: - Commerce - Languages (X2) - Maths - Science - Life Orientation   2009-01-15
7.4.3 Number of managers trained to use ICT	7  2009-01-15
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 management staff has received Gauteng Online training which covers the basic use of computers. The principal underwent a skills training programme for leadership at the University of Johannesburg, including basic skills in computer literacy.   2009-01-15
7.4.5 Percentage of managers trained to use ICT (in education)	77.78 % (7 / 9)  2009-01-15
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  2009-01-15
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.	4  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.	3  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.	4  2008-03-23
7.4.10 Percentage of female managers in the institution	55.56 % (5 / 9)  2008-09-10
7.4.11 Percentage of male managers in the institution	44.44 % (4 / 9)  2008-09-10
7.4.12 Percentage of females managers trained to use ICT in the institution	60.00 % (3 / 5)  2009-01-15
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (4 / 4)  2008-03-23

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.	Financial controls at the school have improved. Also, documents used in management are more professional(the e-learning plan is cited as a case in point).   2009-01-15

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.

At the moment there is no impact on the curriculum as such except in the subjects like Travel and Tourism and Engeneering Graphics and Deisign that need computer usage. Whenever there is a need to use a computer learners who have relatives working in hotels around research for them and if it's the whole class,it is transported to a neighboring school that has access to the programs they need.   2008-09-10

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.	At the moment there are no progammes that involve ICT professional development. The headmistress is planning to have these once the new computer teacher joins her staff. The school has now implemented a e-curriculum project, which will seek to encourage educators to use overhead projectors, computers and their cellphones in teaching and learning.  2009-01-15

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.	3  2008-03-23
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.	Data not available 2007-10-11
7.8.3 Percentage of managers with email addresses	33.33 % (3 / 9)  2009-01-15

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.

"The distance between home and school Lack of funding. Students use scholar transport... Most of their homes do not have electricity... Not all of them have cell phones." Not enough support from local businesses. Insufficient support from the provincial education authorities. 15/08/08 The headmistriss indicated that they need a computer teacher whose task will be to assist teachers integrate ICT into their teaching. She was also concerned about the safety of computers if the lab was to be available for anybody at any given time. Since there is a shortage of classrooms, tha computer lab is used as one of the classrooms for teaching by a teacher who does not use them anywhere.  2009-03-16

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.

"Nothing yet". 15/08/08 When computers were installed in 2005 all learners in the school had computer lessons the following year (2006). They were only taught how to switch it on and off, enter a password to open and use the mouse. They never got to write anything with it because the teacher soon left the school. Since then they have not worked on the computers. The principal is excited that a teacher specialising in the integration of ICT will be joiming them soon and learners will then be able to work on them.  2009-01-15

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.	477  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.	381  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.	461  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.	378  2008-03-23
9.1.5 Percentage of male learners who have access to computers	79.87 % (381 / 477)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	82.00 % (378 / 461)  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.	14  2008-08-12
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.	7  2008-03-23
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	20  2008-08-12
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.	8  2008-03-23
9.2.5 Percentage of male teachers who have access to computers	50.00 % (7 / 14)  2009-01-15
9.2.6 Percentage of female teachers who have access to computers	40.00 % (8 / 20)  2009-01-15

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.

The principal forsees the use of ICTs in developing programmes "to meet the specific needs of these learners, as the children of farm labourers". There was no other interpretation offered of this question by educators at the school. One dimension of this is that ICTs will "expose learners to other cultures and this will make them understand and accept each other".  2009-01-15

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.	9  2008-03-23
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.	It has not been possible up to now to accommodate learners with disabilities in the GoL laboratory, but the school plans to achieve this in future.  2008-03-23
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 9)  2008-09-10

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.

A number of educators shared the view, in a focus group discussion, that the use of computers helped learners to improve their English, "especially spelling".  2008-03-23

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 2007-10-11