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	100.00 % (7 / 7)  2008-03-20

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 th e school. 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. However, in a much spoken of robbery in October 2005, all computers bar one were stolen from the GoL laboratory. They have not yet been replaced. In theory, there is one computer for use by the learners at the school, but it is not used in practice. In 2006, in the light of the effective loss of the GoL facility, it was decided to set up internet connection with telkomsa.net. This connectivity is via telephone line, 1024kbps. The school now uses this through its administration computers, largely for e-mail purposes. However, the telephone cables to the school are stolen on a regular basis, and so the school is without the Internet connection for most of the time.   2008-07-17
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.	7  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	68  2007-10-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	7  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.)	6  2007-10-11
2.3.4 Ratio of educators to computers	11.33 (68 / 6) 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	2398  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.)	1  2007-10-11
2.4.3 Ratio of learners to computers	2398.00 (2398 / 1) 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 ICT advisor or technician in the institution. There is also no teacher with the specific responsibility of teaching ICT related subjects or who focuses on ICT integration in relation to other subject areas. 14/03/11 There is now a teacher responsible for the computer lab. She is more computer literate than most of the teachers. Her responsibilities are as follows: She keeps the code for the gate that leads to the lab, anyone (both teachers and learners who wants to use the lab) gets permission from her. Learners must always be in the presence of a teacher-for accountability.  2011-03-14

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 "package" of software - the core of this is the basic Microsoft office suite (Word, Excel,PowerPoint). The Micorosoft Office suite plus the accounting programme, Pascal, is used in the administrative section of the school.  2008-03-20

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	13  2008-08-15
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  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	19.12 % (13 / 68)  2008-08-15
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 68)  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.	3  2008-03-20
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  2008-03-20
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.	0  2007-10-11
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.	0  2007-10-11
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	6.82 % (3 / 44)  2008-03-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	41.67 % (10 / 24)  2011-03-14
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 44)  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	0.00 % (0 / 24)  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)	0.0  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.)	0.0  2008-09-10
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.)	0.0  2008-09-10
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.00 (0 / 0)  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  2007-10-11
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  2007-10-11
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.

There is very little use of ICTs by teachers for teaching purposes. Where there is such use, this is mainly downloading of information from the Internet and wordprocessing. 14/03/11 The majority of teachers are not yet familiar with using computers beyond recording of marks. The teacher in charge of the computer lab teaches Geography and she said she uses the Internet for research on her subject even during lessons from her cellphone. Two Natural Science teachers use PowerPoint to present their lessons and they also research from the internet for more info.  2011-03-14

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.	None. 17/12/10 Some of the learners have been told that they can use the computer lab by the principal. They had shown interst in computers during their preparation for a Science Expo. Whenever they want to use it, they just get permission from the teacher in-charge of the lab. The rest of the learners were not awre that they could use the computer lab. The principal said that the high rate of computer theft had been the main set back in giving leaners access since they were installed by Gauteng on Line. The set he has now was purchased from the Lottery ticket funds. He is now in in the process of sourcing trainers who can prepare the teachers on how to use and particularly pedagogically integrate ICTs.  2010-12-17
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 senior girls' (Grade 10 to 12)points of access to computers or internet are: the internet cafe and cell phones only. They did not know that they could actually use the computer lab anytime they wished to like the boys. When asked why the boys were aware about the accessibility of the lab and yet they did not, the reason given was that the boys had been told they could use it by the principal who had seen them help a teacher with computers and they had to use it anywhere for their Science expo. The interviewed girls had not taken part in the event. some of the girls said they do not ever work on computers because they do not have time for them. When asked why they did not have time at school, they said they prefered to talk to friends at school breaks and at home they are busy. The girls said they use the internet for research and they prefer Google to search for their Social Science and Natural Science subject homeworks. One of the Grade 8 to 9 girls said she gets access to a computer at home, school. She uses the one at home for playing games, music and for searching for Geography and Natural Science projects. The girls access the internet from their cell phones mostly. They actually prefer to use them because they can easily get connected. The younger girls use the computers at school whenever they wish to. They just ask for permission from the teacher in charge. At school they search for info on academic tasks and for working on school tasks' documents.  2011-01-09
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 senior (Grade 10 to 12) boys get access to computers from their homes, and the library mainly. They use the English dictionary to check their spellings, to search for information on Life Orientation and Natural Science. The boy who uses the computer at home mostly is helped by his brother whenever he needs guidance. He also uses the English dictionary on his cell phone. He uses the internet to search for info on careers and marketing. The younger boys said they use Google to search for academic information from the internet at school, internet cafes' or cellphones. They prefer to access the internet from school because it is free. When the ressearcher spoke to the teacher in-charge of the computer lab she also said she uses her cell phone mostly to access Internet and that might be the reason why the boys prefer to use it for searching purposes.  2011-01-07
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 senior girls interviewed said they are not involved in internet-based social networking. When asked why, they showed little or no interest in the activities. The younger girls go to Mxt and chart with their friends. They ask questions on aspects of their learning they do not understand and their friends or classmates help them. They enjoy meeting and chatting to new people on Mxt. They find out more about them and start friendly relatioships that way.   2011-01-07
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 senior boys who go on Mxt use it for fun: to find out more about life - what is happenning around in their contact's lives, about fahion and just to gossip. They particularly use the one called 'toilet' to gossip. Although they have been there, they all agreed that it is not good for them beacuse they get to read only bad things about people and is very distructive. They are not allowed to go to it at school. One of the boys goes to Twitter and to the one called 'Togo' to get more information from his contacts. One of the junior boys said he goes to Facebook to get updated information about what is happenning in life. The other one said he gets more information about his favourate stars. On Twitter he also gets up-to-date information and uses it to chat on school work - to get more facts from those who know better. He said he also enjoyed flirting with girls in these social networks.  2011-01-07

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.	13  2008-03-11
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).	4  2011-05-30
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).	Not applicable. 7January 2011 Geography - the teacher in-charge of the computer lab is a Geography teacher and takes advantage of the facility and the skills she has to integrate ICTs. She uses it for learner research purposes - the problem is that the lab cannot accommodate big classes of 40. She actually prefered not to take her classes to the lab because the computers are very slow. History - the teacher interviewed said she used DVDs to show past events. She also scans notes and show them on overhead projector for learners to copy. Natural Science - PowerPoint presentations.  2011-03-14
4.5.4 The percentage of courses taught using ICT	30.77 % (4 / 13)  2008-08-15

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.

Nothing significant was mentioned by educators in response to this question. 7 Jauary 2011 The main factor is the availability of computers in the lab and that the eight HODs in the school have each a computer and an data projector in their offices. Their subordinates can use them whenever they need to. The problem though is that there is lack of knowledge and skills on how to pedagogically integrate the available equipment.  2011-01-09

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 theft of computers and the failure to repair the computer laboratory were mentioned as the main challenges to ICT use. 9/01/11 The biggest challenge educators have (as reported by the educator in-charge of the computer lab) is the lack of technological and integration skills they would need to fully utilise the technology that the school has acquired. The training they received previously is not enough to give them confidence to use the machines effectively. The other challenge is the number of computers in the lab. They are only enough to cater for half the size of an ordinary class.  2011-03-14

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.

None. 09/01/11 The boys in particular expressed excitment in the fact that their school now has eventually been able to acquire the computers in the the lab (they had been stolen and the school was struggling to replace them). They are also happy that they are allowed to use them whenever they need to - as long as they get permission from the teacher in-charge of the lab. Unfortunately this priviledge has not been communicated to the rest of the school(for instance, the senior girls interviewed in the second phase were not aware of it).   2011-03-14

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.

Lack of access to computers by learners. 09/01/11 At the moment access to computers is not much of a challenge. The problem, as stated by one of the school deputy principals is that the school has not yet drawn a system that can be used to ensure all leaners have access to computers. The reason being that when the researcher arrived at the school, the computers had been acquired a month ago and the mangement and the school governing body were going to meet and make decisions on matters of access and usage by learners.  2011-01-09

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 - teachers that we spoke to in focus groups were of one view-that they did not have enough such competence.  2011-01-09

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.	Nothing mentioned. 09/01/11 The girls interviewed in the second phase would still need computer basic skills. Some of them said they had never used a computer before. The boys seem to be active in their use and those who don't have it in their homes go to cafes.  2011-01-09

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 BB Myataza 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.	There is very little impact. Responses to this question were limited to the occasional use of information from the Internet.  2008-03-20
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.	Educators do not use ICTs in direct teaching activities. 14/03/11 One of the techers expressed her happiness in knowing that whenever she needs her learners needed info she did not have she could access it from the internet from her cell phone.   2011-03-14
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.	ICTs are not used at all in assessment practices at the school.   2011-03-14
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.	No communication between teachers and learners happens by means of computer technology. There is some evidence of the sue of cellphones for communcication between teace hers and learners, although one educator indicated that "the principal does not encourage this kind of communication because it is improper". There was no indication in the focus groups of an understanding of the potential use of cellphone technology in systematic communication with learners.   2008-03-20
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.	Nothing significant mentioned in relation to this question.  2008-03-20

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.	None. 09/01/11 The learners interviewed in the second phase said ICTs (computers and mobile phones in particular)gave them access to information they used for academic and general knowledge purposes.  2011-01-09
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 is no impact on learners. "We have not been able to do much because of the problem with not having computers" No substantive use of computers in the teaching and learning practices of the school.   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.

None. 09/01/11 Recently, a group representing the school in a Science Expo at district level benefited from the information they accessed from the internet at school. They would not been able to participate in this competetion. They also use the internet to research on additional knowledge they need to do their school academic projects. The school came Position 1 at district level and Position 3 at national level.  2011-01-09

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.

Learners do not use ICTs to gain access to knowledge. One teacher mentioned that he "sometimes give[s] something from the Internet to learners in a lesson". 09/01/11 Three educators were reported to be using ICTs during the second phase interviews. They are the two Natural Science and one Geography teachers who use the data projector, DVD and the internet accessed either from the school computers' internet or their cell phones.  2011-01-09

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.

No use of ICTs in this reagrd. 09/01/11 At the moment the printer is not working because it was disconnected when the new computers were installed. It is hoped that learners will then start printing school tasks once the problem is sorted.  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.

Learners do not use ICTs for this purpose.   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.

No plan. 14/03/11 The Head of Department sid they are at a stage where they are preparing to design a plan for ICT integration in the school.  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.

The main concern of the institution in relation to ICTs is to work out a strategy to get the GoL service providers, through the Department, to refurbish the school's computer laboratory and to get it functioning again. There also seems to be a desire (rather that a clear plan at this stage) to find recources to improve the security situation at the school. 09/01/11 The computer lab now has twenty four functioning computers tha are connected to the internet. The strategy to maintain and renew ICT equipment is under way.  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.  2008-03-11

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

7.4.1 Number of managers	19  2011-03-14
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. 3 Deputy Principals. 16 HoDs. The Principal ensures that the school is managed satisfactorily and compliance with applicable legislation, regulations and personnel administration measures as prescribed. He ensures that education of the learners is promoted in a proper manner an in accordance with approved policies. The deputy principal assists the principal in the duties above and in maintaining a total awareness of the administrative procedures across the total range of the school activities and functions. He also teaches as per workload relevant to his post level and needs of the school.He is responsible for the school curriculum and pedagogy. The Head of Department ensures effective functioning of the department by organising it in such a way that proper learning takes place in each grade of the learning area.   2008-07-17
7.4.3 Number of managers trained to use ICT	13  2008-08-15
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.	We were told by the principal that all the senior management of the school, plus "about 10" of the HoDs, attended training courses run by the GDE when the GoL progamme was first implemented in the school. The school has no records of when these courses were held, who attended them, and what was learned on them. However, the principal indicates that he, and his deputies, "definitely" use the skills learned on those courses in their administrative work in the school. The statistics that we provide in this regard, therefore, should be taken to be retrospective estimates.   2008-03-20
7.4.5 Percentage of managers trained to use ICT (in education)	68.42 % (13 / 19)  2011-03-14
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.	8  2008-03-11
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.	11  2008-03-11
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  2008-03-11
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.	10  2008-03-11
7.4.10 Percentage of female managers in the institution	42.11 % (8 / 19)  2011-03-14
7.4.11 Percentage of male managers in the institution	57.89 % (11 / 19)  2011-03-14
7.4.12 Percentage of females managers trained to use ICT in the institution	37.50 % (3 / 8)  2008-03-11
7.4.13 Percentage of male managers trained to use ICT in the institution	90.91 % (10 / 11)  2011-03-14

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.

Most of the documents used by the school are now created on computer and printed out for use by administrators and educators. Although the school is intending to move in this direction, not all marks are yet captured digitally, but rather entered by hand by teachers on the forms gnerated by computer. The school managers all expressed the intention to move towards computerised reports within the next year or two. The principal of the shcool uses computers to conduct most of his own administration. The general conclusion of the research team was that the school is still in its infancy with regard to the integration of computers into its administrative practices.   2008-03-11

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.	No responses to this question – not deemed to be an issue. (Note: 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".)  2008-03-25

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.	No sense of this on the part of managers interviewed. 14/03/11 The principal and the Head of Department interviewed expressed interest in getting assistance in the training of its teachers in the integration of ICTs.  2011-03-14

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.	2  2008-03-11
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.	The principal and one of the deputy principals seems to have general competency in the use of Microsoft Word and Excel packages. Information received is that only three of the HoDs have such competence.  2008-03-11
7.8.3 Percentage of managers with email addresses	10.53 % (2 / 19)  2011-03-14

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 main preoccupation of school managers is to develop a strategy to get the Department to refurbish the GoL computer laboratory, and to get it functioning again. This is underpinned by a general concern about the school's inability to afford proper security. These were the main points reiterated in response to a question on barriers regarding achievement of ICT-related goals. Observations of the research team are as follows: 3/16 HODs are familiar with basic skills and the rest are not and this would obviously have a negative impact on the promotion of ICT use in the classroom and in preparing for lessons. 15/08/08 The computers that are available for learner use are not working, awaiting installation of programmes by the Department of Education's sector that is in charge of that service. There is only one computer that is for use by teachers and one of the teachers expressed frustration in having access to it. As a result most of the teachers cannot not use computers to prepare for their lessons. 14/03/11 Teachers lack both basic and ICT integration skills. Although there has been a dramatic change in the availability of digital technology, lack of teacher capacity to utilise the tools has only brought frustration to the institution. Both teachers and learners are eager to start using the machines.  2011-03-14

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.

Some teachers use the school computer to prepare lessons and they find this helpful as they are able to make notes for their learners who do not have textbooks. They also use computers to record learners' marks. Some teachers use computers to research for their lessons but they do not use those in the school premisses.  2008-08-15

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.	1065  2008-03-11
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.	0  2007-10-11
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	1333  2008-03-11
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.	0  2007-10-11
9.1.5 Percentage of male learners who have access to computers	0.00 % (0 / 1065)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	0.00 % (0 / 1333)  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.	24  2008-03-11
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.	24  2008-07-17
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	44  2008-03-11
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.	44  2008-07-17
9.2.5 Percentage of male teachers who have access to computers	100.00 % (24 / 24)  2007-10-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (44 / 44)  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.  2008-03-11

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.	7  2008-03-11
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.	None. (Note that the prevailing interpretation of "learners with special needs", or indeed the official equivalent terminology in South Africa of "learners who experience barriers to learning", seemed to be learners with severe physical or intellectual disabilites)   2008-03-20
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 7)  2008-03-20

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.

None reported.  2011-01-09

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