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	83.33 % (20 / 24)  2008-07-01

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	Gauteng OnLine (GoL) provides internet access for the 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.   2008-05-14
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.	20  2008-05-14

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	28  2008-05-14
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	24  2008-05-14
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	0  2007-10-11
2.3.4 Ratio of educators to computers	0.00 (28 / 0) educator(s) per computer  2007-10-11

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	942  2008-05-14
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	24  2007-10-11
2.4.3 Ratio of learners to computers	39.25 (942 / 24) student(s) per computer  2007-10-11

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

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.

No  2007-10-11

2.5.2 Description of the professional duties of the ICT advisor/technician "Description of the principal professional duties of the ICT advisor/technician." Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans.

The school has no ICT technical expertise of its own. It relies on a service provider appointed by the Gauteng Department of Education. Technicians from this service provider are theoretically on call during working hours. However, the school complains that the turn-around time between asking for assistance and a technican arriving at the school to deal with problem is too long - it can take "up to six weeks". To the extent that ICT equipment maintenance is done by a school-based employee, it is a responsibility (amongst many others) of one of the administration clerks.  2008-07-01

2.6 The types of software applications used in educational institutions

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

The standard GoL 'package' is avialable for learners to use in the computer laboratory. This consists of the Micrsosoft Office suite. Internet connectivity is also available to learners, but only for a 30 minute period each week during their allcoated computer laboratory lessons - and then only when they are not receiving formal computer skills training.  2008-07-03

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	25  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	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	89.29 % (25 / 28)  2007-10-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 28)  2007-10-11
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	19  2008-07-01
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	6  2008-07-01
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	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	86.36 % (19 / 22)  2008-09-01
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (6 / 6)  2007-10-11
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 / 22)  2008-09-01
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 / 6)  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  2007-10-11
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  2007-10-11
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)	1.0  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.	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)  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.

Only one teacher in the school works with ICTs directly - the computers in the GoL laboratory - in the course of her work. However, strictly speaking, this is seldom for academic purposes, consisting largely of the facilitation and management of sessions aimed at teaching basic, technical computer skills to learners. However, from time to time, the older learners are given the opportunity to do Internet research during allocated computer periods. Four teachers report that they use their own computers at home for lesson preparation. 28/08/08 Microsoft Word is used to draw up certificates for the learners. The 5 teachers interviewed mentioned using Microsoft Word to design worksheets, Microsoft Excel to record assessments. Some of them use Encarta to research or find information for lessons, e.g. a picture of the Olympic Games.  2008-08-28

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.	Learners use computers in the GoL laboratory by and large for computer skills training. They are not required to use them, nor is there often an opportunity to do so, for their general school studies. 28/08/08 The Junior group (Grade 1-3) mentioned using Microsoft Word and Excel. They also knew about Paint but mostly worked on a Kids Academy developed educational program. The Senior group complete tasks in Microsoft Word, Excel, PowerPoint and Paint. they completed an ICDL (International Computer Driving License) in Grade 7.  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.	Girls get access to computers at home and at school during computer periods. They prefer to work from home because they are free to do anything they want and time is not limited. What they do at school is restricted to what the teachers prescribed. At school they work on documents in MS Word, Excel and Incarta. After school they are not allowed to work in the computer lab. One of the girls said although she prefers to work from home, she is only allowed to work on it after finishing her homework and her chores. Other girls said they can work on the computer for as long as they want. The girls can only get access to the internet at home and not at school. The school computers are connected but learners are not allowed to work on them.  2011-02-24
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.	Boys get access to computeres at home, school and from internet cafes. They also prefer to work from home because there is no time limit and they can do whatever they want. At school they have to stick to what the teacher wants. They get access to the internet at home and in internet cafes. Access at home is better because they can stay for as long as they want on the internet. The other boy said although the computer he has at home is not connected to the internet he has an opportunity to practise what he does at school. If there is research work to be done, his uncle searches for information for him at work. One of the boys said the reason why he prefers to work from home is because he can play games, watch movies and search for information he needs for school at his will. Another boy said he accesses the internet from the public library and the internet cafe. He also prefers to work from home. When asked how long they take on computers at home, they said from 30minutes to 5 hours or the whole day till they fall asleep at night. One of the boys said he even competes with people form outside the country in games he gets from the internet. He works on the computer and searche for information aon subjects like Life Orientation, History and Geography, Natural Science and plays Mathematics games from home.  2011-02-24
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?	Girls go to Mxit and Face Book. On Mxit they chat with their friends and other people they do not know about school work. They prfer to work on Mxit because it is free with Cell C. Some of the girls said they do not discuss school work with their friends but about life.  2011-02-24
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?	Boys chat with friends and family members on Mxit. They ask their friends about school work they have missed when absent. One of the boys said he does not use Mxit because criminals can track you and murder you. (there is a story of an incident where that happened to a young user of Mxit) One of the the boys said he uses Skype to chat to his relatives in Mozambique. He has never used it for school work.  2011-02-24

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  2008-07-01
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	0  2007-10-11
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	The school curriculum covers the years from Pre-School to Grade 7. It teaches nine of the learning areas prescribed by the national curriculum: English, Afrikaans, Mathematics, Social Sciences, Natural Sciences, Arts & Culture, Life Orientation, Technology, Economic & Management Sciences. However, ICTs are not integrated into the day-to-day teaching of any of them. The only teaching in relation to ICTs takes place in the computer laboratory, and consists of ICT skills training (particularly wordprocessing) in a single, weekly period for all learners. 07/09/08 Occassionally educators teaching other subjects request that their learners do their tasks or projects during computer literacy lessons with the supervision of the computer educator.   2008-09-09
4.5.4 The percentage of courses taught using ICT	0.00 % (0 / 9)  2008-07-03

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.

There are more than enough computers because the classes are split in half. The boys go to the media centre while the girls have their half hour computer lesson. On the boys return, the gorls then swop and go to the media centre. This ensures the learners sit at their own computer. The computer educater mentioned that the learners' enthusiasm is an asset and they love coming to their computer lesson. One of the eductors mentioned having a computer in the classroom would help promote integration in lessons and teaching. The same educator pointed out that attending a more advanced course where she could learn more about Microsoft Word, the internet and email would help. One educator mentioned that designing a worksheet enhances it as one can add pictures and make it neater.  2008-08-28

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.

There is no internet access and the less advantaged learners do not have computers at home to practise the tasks on. The Gol service provider's support is not reliable. There is a television screen at the front of the class so that the computer educator can demonstrate via her front computer.The front computer cannot be turned on and the problem has not been resolved by the service support. The second difficulty is that these computers don't save the learners' work once they have been switched off, resulting in the learners loosing their work at the end of the day. Class sizes are big, normally about 40 learners. Not all learners have computers at home and their only pleasure is at school - the 30 minutes they receive once a week. One educator felt that more administration time during school was needed as marks needed to be captured after school or in free periods. Attending meetings and extra-mural activities often make this difficult. One of the educators would like to be able to take her class into the computer lab herself to show them something related to her lesson but that isn't possible as the computer lab is fully booked with the formal computer lessons during the day.  2008-09-01

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 fact that each learner gets to sit at their own computer is a bonus. They all enjoy and are enthusiastic about their computer lessons and like the educator who they say helps them a lot during the computer literacy lessons. Although there is sound from the computer whenever they play the educational game, it doesn.t bother them. They are happy that they can play. The senior group feels that their computer access time is sufficient and one learner mentioned it would be nice if the computer lab was accessible in the afternoons. When the researcher asked the headmaster about computers being available for learner use, he pointed out that it is not possible because there are organisations in the community that use the school facilities in the afternoon and it would be difficult to find a teacher who would manage the lab at that time.  2008-09-01

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.	As far as the learners are concerned there are no challenges in their use of ICT in their school. The fact that all of them are given an opportunity to work on the computer suffices.   2008-09-01

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 majority of the educators are self-taught with regards their computer skills. the computer educator fees that she would benefit from advancing her computer skills. She has an Early Childhood Teaching Diploma and feels that this helps her in working on a 1 on 1 basis with the younger learners. Educators mentioned attending a course on Microsoft Excel and the use of internet. The Mathematics educator expressed an interest in knowing what Mathematics software programs are available that she could use to enhance and reinforce his subject skills in her learners.  2008-09-01

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 junior group felt that an ability to read is vital in working on the computer otherwise it would be difficult to follow instructions. Mouse skills were not identified as that importent as one can use the keyboard instead. The senior group also expressed the same view - the ability to read.  2008-09-01

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.

None (2011-05-30)   2011-05-30

4.14 The rank of ICT-integration by institution

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

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	The four teachers in the school who use computers for lesson planning do so as follows: * composition of worksheets * compiling tests * Internet research One teacher reports: "Worksheets are of a higher standard and are user friendly. As an educaotor in social science, mapwork is an area that can be extensively covered using the latest software available."   2008-07-01
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 teacher's comment seems to be indicative of the general problem regarding the use of ICTs in teaching and learning at the school: "Learners can do research on topics/themes related to social science. The computer centre is available for learners to peruse topics. Unfortunately they are only given one period of 30 minutes per week to so so. Due to lack of time, the impact of ICT on class teaching is minimal."   2008-07-01
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.	Recording of marks are done systematically, with marks entered directly into an online markbook. marks are automatically added, averages and percentages are easily obtained. Calculation time is speeded up. Formulas can be calculated and created to suit the needs of the educator.  2008-07-01
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.	Teachers report that there is no teacher-learner communication by means of ICTs. One teacher indicates, "students at primary school are not required to communicate with educators via e-mail".   2008-07-01
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.	One respondent thusfar: "It shows that there is a whole, new, exciting way to teach in the classroom. e.g. natural hazards and disasters. Information can be easily obtained through research, with illustrations that will enhance any projects or assignments."  2008-07-01

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.	The junior group felt that the educational program that they work with in their leassons has improved their Numeracy and spelling skills. Typing is aesier and makes their assignments ar projects neater. The senior grop feels that it is important to develop computer skills as these are necessary in the workplace. They also mentioned that ICT has made completion of tasks easier.  2008-09-01
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 educators admitted that ICT has had impact on their students' learning but pointed out that not all learners have computers at home. One educator said that the enjoyment the learners experience when using a computer is important. An educator mentioned that she allows the learners to access the Internet for information and to type their projects.   2008-09-01

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.

All of the interviwed Junior learners have computers and Internet acces at home. They also use Encarta to find information. Two of the five Junior learners said they would go to the library first and look in books for information before turning to the computer. The Senior group would rather go to the Internet first and "google" what they needed as information is easily accessible on the Internet. They found Wikepedia interesting.  2008-09-01

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.

It has made the learners' search for information easier, they no longer have to turn to encyclopedias. However the computer educator still feels that learners will first go to the library as their main source of information and then turn to the Internet. the porblem that may be experienced is whether the learners actually found the information themselves or whether their parents just printed it out for them. Ther is a need to be careful of "cutting and pasting". This educator asks the learners to read and summarise information that they have printed off the internet and brought to class. Another educator finds that the learners' answers are enhanced by the research that they do at home on the Internet.  2008-09-01

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 Jinior group had to complete a Natural Science project on planets and this paricular learner chose Mars. She found 5 facts on the planet using the Internet (Google). She typed in "facts of Mars" and when the results came up, she copied them off the screen and copied the picture off the screen by hand. She didn't print the information. Another learner had to find a picture of the Taj Mahal for an Art lesson. He printed the picture off the the Internet.In class they used pictures learners had brought and designed a Taj Mahal using various media such as beans, fabrics, et. A senior learner used Wikepedia to find information on 5 sharks for an assignment. He also copied the information off the screen by hand but printed the pictures which he handed in, in a file. Another senior learner used Google and Wilkepedia to source information about the Olympic Games. She printed the information and then handwrote the relevant information on eight different sports and handed it in, in file. She printed the pictures off the Internet.  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 educator feels that it has made completion of assignments or projects by learners easier. The learners know how to format their work in Microsoft Word. One educator mentioned that it is subject dependent as some subject areas lend themselves more to documentation being produced than others. Other educators mention that ICT has helped learners find information and produce documentation related to their learning; but not all learners have the same advantage. Another educator mentioned that learners may produce work of a higher standard if they had access to ICT when completing it. Although they all have the same privilege of working on computers once a week, the computer educater later conceded that that one period is not enough to enable the learners to complete a project. Learners who have access outside the school are more privileged.  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.

The school has no integration plan, either formal or informal, in relation to ICTs for teaching and learning. The principal indicates that the school is not yet at level in relation to the use of ICTs where such discussion is possible.  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.

This is the responsibility of the Gauteng Department of Education, through its appointed service privider. The shcool complains that the GoL system is not properly or timeously maintained.  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.

The school does not give community members access to the computer laboratory. The principal indicates that this would be impossible from a security point of view: the school does not have resources to pay for such costs.   2008-07-03

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

7.4.1 Number of managers	5  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) Head of Department (Secondary Phase) Head of Department (Secondary Phase) - 5 managers in all -  2008-07-01
7.4.3 Number of managers trained to use ICT	3  2008-07-03
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.	Basic computer literacy only. Course offered by the Gauteng Department of Education for school managers. The school principal, when asked what skills he felt he had mastered, replied: "to be honest, not very much."   2008-07-01
7.4.5 Percentage of managers trained to use ICT (in education)	60.00 % (3 / 5)  2008-07-03
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.	3  2008-07-01
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  2008-07-01
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2008-07-01
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  2008-07-01
7.4.10 Percentage of female managers in the institution	60.00 % (3 / 5)  2008-07-03
7.4.11 Percentage of male managers in the institution	40.00 % (2 / 5)  2007-10-11
7.4.12 Percentage of females managers trained to use ICT in the institution	33.33 % (1 / 3)  2008-07-03
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (2 / 2)  2007-10-11

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.	The principal reports, "it has made matters easier and more accessible".  2008-07-03

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.	The prescribed national curriculum is taught at the school, and the presence of ICTs has not influenced this in any way.  2008-07-03

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.	The principal foresees a time when the availability of ICTs to teachers "will have major impact". However, this has not been the case up to now because the system has not been operational.  2008-09-05

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

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	0  2007-10-11
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 rates his own skills as not very good.  2008-07-03
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 5)  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.	The principal highlights the continuing failure of the GoL system in the computer laboratory as the major barrier to achieving these goals. The service provider is not prompt in respdonding to problems, and as a result the computer laboratory is seldom fully functional.   2008-09-05

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.

The response of management to this question is, "not applicable". The prevailing view seems to be that, until the system is fully functional and reliable, the school will not be able to do anything innovative with ICTs. 15/08/08 To ensure all learners have access to the computer, the classes are split in half. The boys go to media centre while the girls have their half computer lesson. On the boys' return, the girls then swop and go to the media centre. This ensures learners sit on their own. The computer teacher mentioned that the learners' enthusiusm is an asset and they love coming to their computer lesson. One of the teachers interviewed indicated that she uses the computer to design a worksheet and it enhances the presentation as she is able to add pictures.   2008-09-05

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.	436  2008-05-14
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.	436  2008-05-14
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	506  2008-05-14
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.	506  2008-05-14
9.1.5 Percentage of male learners who have access to computers	100.00 % (436 / 436)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (506 / 506)  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.	6  2008-05-14
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.	6  2008-05-14
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	22  2008-05-14
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.	22  2008-05-14
9.2.5 Percentage of male teachers who have access to computers	100.00 % (6 / 6)  2007-10-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (22 / 22)  2008-09-01

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.

"Not applicable." In general, the teachers at the school are not engaged in developing their own, local, innovative materials in any way, and so the question of 'African' content has not arisen in the school.   2008-07-03

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.	10  2008-05-14
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.	10  2008-05-14
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.	The system is not yet functional in a way that can be of benefit to these learners.  2008-07-03
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (10 / 10)  2008-09-05

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 language of instruction at the school is English. There are far too many home languages spoken by elrners - e.g. Zulu, Sesotho, setswana, urdu, Gujerati, Afrikaans - for the school to be able to use any other languages in the classroom. The matter appears not to have been considered in relation to work in the computer laboratory. 05/09/08 The computer educator has learners who come from Pakistan and learners who speak Xhosa at home for example. She seats these next to learners who are English spearking. Two other educators maintained that it was not an issue and irrelevant. Two other educators maintained that it could pose a problem as the medium of instruction is English and second language learners experience difficulties in most learning areas.  2008-09-05

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