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 % (54 / 54)  2007-10-11

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	All computers are networked, and all have access to the Internet. Internet connection is via telephone line, through the ISP iBurst, and is generally reliable on a full-time basis. Bandwidth is 1024kbps.   2008-05-04
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.	54  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	33  2007-10-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	54  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.)	7  2007-10-11
2.3.4 Ratio of educators to computers	4.71 (33 / 7) educator(s) per computer  2008-05-04

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	969  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.)	44  2007-10-11
2.4.3 Ratio of learners to computers	22.02 (969 / 44) 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.	Yes  2008-05-04
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.	An educator (Head of Department) is responsible for managing the computer equipment in the school, and a private computer technician is retained by the school on constant call.   2008-05-04

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.

MS Windows & Microsoft Office suite (Word, Excel, PowerPoint, etc.)  2008-05-04

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	0  2007-10-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	33  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	0.00 % (0 / 33)  2007-10-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	100.00 % (33 / 33)  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.	0  2007-10-11
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	0  2007-10-11
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.	31  2008-05-04
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.	2  2008-05-04
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 31)  2007-10-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 2)  2008-05-04
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	100.00 % (31 / 31)  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	100.00 % (2 / 2)  2008-05-04

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

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

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	1.0  2008-05-04
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	1.0  2008-08-19
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	1.0  2008-09-09
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (1 / 1)  2008-05-04

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  2008-05-04
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  2008-09-09
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  2008-09-09
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2008-05-04

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.

Microsoft Word is commonly used for preparing worksheets and tests for the learners. Microsoft Excel is used by teachers when calculating and keeping a record of learners' marks. Planning and preparation is done using Microsoft Word. the Foundation Phase teachers have a weekly table template format that they work from. The Internet is used for research purposes. "Maths Story" and "English Story" are two educational software programs used in teaching. The computer educator feels that use of these programs has led to improved Maths and English skills in the learners. The school librarian uses the ELA software package in the library to monitor issuing and returning of school library books.  2008-09-09

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.	Five of the eight Junior learners have computers at home and mentioned using "Maths Story" in their computer lessons at school. They play games and go into the Internet at home. They access the Internet mainly to get information and pictures. They use Microsoft Word to type out their projects. One boy told the researcher how he likes to use Microsoft Paint to design galaxies, with stars, planets, etc. He also mentioned receiving a "Maths Boosta' disc as an advertisement and would like more of that program. The Senior group of learners listed "Maths Story" as what they are exposed to in school. Sometimes they use Word and go to Paint when the teacher isn't looking. They don't enjoy "Maths Story" very much and say it is repetitive and too easy. They don't feel that it has improved their Mathematic skills either. Some mentioned using Encarta for researching and Wikipedia.  2008-09-09
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 junior (6-8 years) learners get access to computers at school and home. At school they have computer lessons once a week in the computer lab. When working in the lab they are not allowed to go to the internet as 'the teachers don't trust' them. They are taught how to work on Word, Excel and Paint. They also play educational games assessed by score points. They also go to the library to search for books they want to read from the system before taking them out. Most of the girls access internet from their homes to search for information for their projects. The girls prefer working from home because the environment is more relaxed.  2011-02-21
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 junior boys also have access to computers at school and at home. At school they get it from the computer lab once a week and to the library. They prefer to work on the internet from home because they can access better games than those at school. They search for information for their projects.  2011-02-17
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?	Most of the junior girls use Skype to communicate with their relatives. They have been told that other networks are not safe to use. One of the learners said she prefers to use Mxit because it's cheaper. The senior girls have been discouraged from using social networks by their parents. One of the girls did not agree with the rest and said she has had benefits from using Face book. She said she just puts a question from her homework on her Face book status and she gets a lot of positive responses. The rest of the girls said they wished their parents would be aware that they can get academic assistance from social networks may be they will give them permission to participate in them. The majority of the girls use their mobile phones to text each other if they need to discuss homework-not the Internet-based social networks.   2011-02-21
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 junior learners said they are not old enough to use social networks. One of them said he is occasionally invited to speak to his grandparents via Skype. The senior boys said they prefer Mxit because it is a cheaper way of catching up. They don't use social networks for academic purposes.   2011-02-21

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.	9  2008-05-04
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).	9  2008-05-04
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).	ICTs used mainly for research, printing of projects, assignemtns, etc. in the following subjects: English, Afrikaans, Mathematics, Social Sciences, Natural Sciences, Arts & Culture, Life Orientation, Technology, Economic & Management Sciences. The school principal indicates that, while all 9 learning areas are taught using ICTs to some extent, "the degree of integration is relatively small".   2008-09-09
4.5.4 The percentage of courses taught using ICT	100.00 % (9 / 9)  2008-05-04

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.

The computer educator said that an up and running computer centre is a necessity. At the moment the school is in the process of upgrading the centre. there will be 37 computers in this new centre. Enough for every learner in the classes to sit at their own computer and not have to share. The fact that the learners are allocated an ICT mark in their reports is an advantage to the acquisition of skills by learners. The school librarian is assisted by seven library monitors or learners who help her run the library, issue library books using the ELA program. 14/03/11 All educators in the school are computer literate and they are able to prepare and present lessons using ICTs.  2011-03-14

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.

Technical support is a must if a workstation is down. The learner allocated to that computer will not be able to complete the task if no help is given. The main challlenge educators are facing now is that the computer centre is in the process of being upgraded or revamped. The school's network was hit by lightning a while ago and as a result there have been networking problems since then. The school librarian commented that at present the computers are very slow, sometimes they do not switch on and that the Internet access in the library is not always available.  2008-09-09

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 Grades 1 to 2 learners don't really have formal computer lessons and are taken into the computer lab by their class teachers and work on "Maths Story". They find this repetitive and want to be shown other programs. Most Senior Phase learners did not feel there are any factors that support their computer usage in school except that they have the computers. There were barriers mainly.  2008-09-09

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.

The main complaint was that the learners sometimes shave to share computers as there aren't enough and not all the computers work. This is being addressed by the school and they are in the process of revamping the whole computer centre. A learner in the Foundation Phase said that there are sometimes "glitches" in the programs which can make it hard to use certain programs. A Senior Phase learner mentioned that the computers are slow in loading the programs. This group complained that they always do the "Maths Story" program during their lessons and would like more help completing their projects and access to the Internet to access more information for assignments or projects.   2008-09-09

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.	The two educators interviewed are "self taught". Experience and a problem solving approach are seen as vital by the computer teacher who completed an Info Systems course through UNISA. She would like more exposure or training on webpage design as she is in charge of the school's webpage.   2008-09-09

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.

The Foundation Phase group said that the educator or parent is needed to give them help if they get stuck with anything , like printing. They did not see reading ability to be a necessary skill as "computers have sound". One learner pointed out that it is not necessary to be an English speaker as one can change the language on the computer and mouse skills are not vital as the arrow keys can be used instead. On the other hand, the senior group thought that being able to read was important and knowing the pathway to doing certain applications or functions on the computer. They pointed out that they thought typing skills were very helpful for speed.  2008-09-09

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  2008-05-04

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 Randpark Primary 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.	Principal: "Not a great deal [of impact on teaching and learning]. Skills are taught (e.g. use of interactive whiteboard) but quickly forgotten if not used regularly. Also limited avialability of time in the Computer Centre." 19/08/08 In the questionnaire 6/9 teachers who use computers indicated that they use the internet to research for informmation and all of them use it to do lesson plans or to prepare worksheets for the learners.   2008-08-19
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.	One of the educators wrote in the questionnaire that his or her worksheets are now personalised to her needs by indicating that they take their ideas and put them on paper. One wrote that notes for Maths on transparency are "neat and precise". A Geography and History teacher commended the use of ICT by saying "The information and pictures make the lessons more intersting. Students are asked to search for their own info on websites, e.g. poetry, stories". Another educator said she is able to give detailed information to her learners . She also gets interesting ideas for persenting her lessons that give new perspectives on how to teach or present information. One of them says ICT has enabled her to "dirll and consolidate concepts taught and allows her learners to work at their own pace.  2008-09-09
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.	Teachers do not use ICT for evaluation purposes. The template for report cards are printed and then filled in by hand for each learner.  2008-09-09
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.	Educators do not communicate with their learners by using ICT at all. The assignments are hand written and they do that to ensure that all the work is done by the learner.  2008-08-19
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.	The 9 educators who said they use computers in the questionnaire don't feel that ICT helps them to reflect on their teaching. This is probably due to the fact that they don't really integrate it to their teaching in the classroom. The fact that educators (in the questionnaires) see the use of the Internet as a source for better and more information shows that they realise that there is an improvement in their performance brought by this facility.  2008-09-09

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.

One Foundation Phase learner made an interesting comment that he wouldn't even realise computers were missing if he had never been exposed to them. The sam group mentioned that typing out assignments is easier as is finding information on the Internet, yet some still go to libraries and take out books for information for assignments. They commented that typing assignments makes one lazy as one doesn't have to concentrate and make an effort to write correctly since it is easy to correct mistakes on the computer. They pointed out the need to be careful when using the spellchecker in Microsoft Word as it could correct spelling mistakes incorrectly. They realise the need for computer skills in the workplace, but they feel that at the moment they don't really need computers in their lives. The senior Phase group acknowledges that computers have made their lives easier and typing of assignments is better because "your hand doesn't get sore".   2008-09-09

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.

The learners use computers to complete assignments and projects. The advantaged learners are able to use their computers at home, but the Computer Club in the afternoons after school has been established for the disadvantaged learners who do not have access to computers or the Internet at home. In the higher grades the learners sometimes have 3 or 4 projects to complete at a time. The school librarian feels that ICT has had a nagative impact on the learners' library skills. They no longer see the need to access books in the library for research purposes as most of the information they need can be accessed on the Internet.  2008-09-09

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.

A comment made by a Junior learner is that computers have had quite a big impact on their lives and that the "computers give you access to knowledge all around the world". The Senior Phase group commented that the Internet has made it easier to access information. A library book may not have the information needed and one can just go onto the Internet and type what you need into Google. Alternatively one can use Encarta or Wikipedia. Email is mentioned as another method of communicating.  2008-09-09

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.

The learners have lost their book skills as a result of accessing the Internet for information rather than taking books out of the library. It seem that the educators value book skills more and yet some learners are concerned about the time they take to grt information. The library educator in particular is worried that learners will rely more on the internet and end up not using resources in the library as well.  2008-08-19

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.

The Junior group said that sometimes they type out their assignments using the computer but pointed out the need to still be careful that the spellchecker in Microsoft Word doesn't incorrectly correct a spelling mistake. The Senior Phase group said that some teachers still insist that projects and asssignments are handwritten in order to prove that it is the learner's work not the parent who has completed the assignment. They listed typing of assignments, finding information and pictures as ways in which ICT has helped them in producing assignments. these learners prefer to hand in typed assignments as they felt it is neater.  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.

The computer lab is open in the afternoons and learners may come and get assistance in completing their assignments and projects. When a project is near its due date there is a rush of learners and some have to be turned away as there are not enough computers. This problem should be alleviated when the new computer cetre is up and running as there will be more computers. Enrichment is also provided.  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  2008-05-04

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 document as such exists which describes this integration plan. The pricipal describes it as follows: "Staff are encouraged to use ICT in classroom practice. All classes attend 1 hour of Computer Literacy per week in the Computer Centre. This is formal. The informal commponent of the integration of ICT into classroom practice depends on the planning of the educator, his/her ICT skills level, and availability fo time in the Centre."   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.

Yes  2008-05-04

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.

"We are currently finalising our choice of service provider for the complete refurbishment of the Computer Centre. This will include new hard/software and a service/mantenance contract."   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. Security is a big issue. The school wants to safeguard the computers against abuse. The computer centre is often used in the afternoons anyway. If not used by computer club then it is used by media centre teacher. The school already allows ballet lessons and outside Portuguese lessons on premises after school but will not open the computer centre for outsiders.   2008-09-09

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

7.4.1 Number of managers	6  2007-10-11
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	Principal. Deputy Principal. Head of Department, Foundation Phase. 3 x Heads of Department, Senior Phase. (This last category includes the HoD responsible for ICT education and management).   2008-05-04
7.4.3 Number of managers trained to use ICT	6  2007-10-11
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	Training in basics in the use of Windows, MSWord, Excel, eMail, Interactive Whiteboards, Internet.  2008-05-04
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (6 / 6)  2007-10-11
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.	4  2008-05-04
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.	2  2008-05-04
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.	4  2008-05-04
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.	2  2008-05-04
7.4.10 Percentage of female managers in the institution	66.67 % (4 / 6)  2007-10-11
7.4.11 Percentage of male managers in the institution	33.33 % (2 / 6)  2008-05-04
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (4 / 4)  2007-10-11
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (2 / 2)  2008-05-04

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.	"Great impact on administration and organizational aspects. Limited impact with regard to classroom and educational practices."  2008-05-04

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.	ICTs do not determine "which curriculum is taught". (Note: There is one national curriculum in South Africa. ICTs may have an impact on how it is delivered, but not on "which curriculum is taught".)  2008-05-04

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.

Principal: "Not great, but staff are generally interested in acquiring the skills. Almost all have mastered the basic skills but more on administrative and lesson preparation levels. ICT use in classrooms is limited." 07/09/08 The computer teacher confirmed this by saying that computers has had an impact in time saving. For instance marksheets, weekly preparation, timetables, et. are now designed using the computer. She also applauded the role played by the e-mail in communicating with the school and education community.  2008-09-09

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.	6  2008-05-04
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.	All managers are able to use ICT in their management and administration functions. See 7.4.4 above.   2008-05-04
7.8.3 Percentage of managers with email addresses	100.00 % (6 / 6)  2007-10-11

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.	1. Aging ICT infrastructure (currently being addressed). 2. Limited time for learners in the Computer Centre. 3. Educators not skilled to sufficient levels of competence. 4. Costs.  2008-05-04

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.

None indicated by respondents, both school managers and educators. 15/08/08 The school is in the process of upgrading the computer centre and there will be 37 computers, enough for every learner in the classes to sit at their own computer and not have to share. 07/09/08 The headmaster himself is a success story. When the computer teacher started at the school thirteen years ago, the majority of school documents were handwritten. Once she ran a couple of courses for the staff and were introduced to the internet and e-mail, there was a breakthrough. This was enhanced by the establishment of the educators' "Internet Cafe" in the staffroom. Here they are able to access the internet, check e-mails, design and prepare worksheets.  2008-09-09

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.	474  2008-05-08
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.	474  2008-05-08
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	495  2008-05-08
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.	495  2008-05-08
9.1.5 Percentage of male learners who have access to computers	100.00 % (474 / 474)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (495 / 495)  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.	2  2008-05-04
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.	2  2008-05-04
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	31  2008-05-04
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.	31  2008-05-04
9.2.5 Percentage of male teachers who have access to computers	100.00 % (2 / 2)  2008-05-04
9.2.6 Percentage of female teachers who have access to computers	100.00 % (31 / 31)  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.

"Limited". The creative aspect of Paint which can be linked to Art was acknowledged. In Music lessons for instance, the learners are able to download music which they apparantly enjoy doing. They also researched about musical instruments and made their own instruments from ideas they got from the Internet.  2008-09-09

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.	Data not available  2007-10-11
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	Data not available  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.	Principal: "Reasonable - relevant software is available". 07/09/08 There is the Computer Club in the afternoon. Here leaners needing extra help have access to programs such as "Maths Story". The learner advances through differentiated activities that consolidate Mathematical concepts. If the computer educator realises they need more reinforcement in a certain concept, she is able to guide them to the relevant section in the program. Hearing impaired learners were not found to battle with the use of computers as they are a visual apparatus.   2008-09-09
11.1.4 Percentage of learners with special needs who have access to ICT	Data not available  2007-10-11

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

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

The computer educator doesn't feel that second language learners battle with ICT in their education as computers are user friendly. She does find that it is socio-economic factors rather than language that is a problem. More advantaged learners with computers at home have an advantage over learners from lower socio-economic backgrounds.  2008-08-19

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