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 % (25 / 30)  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	Gauteng OnLine (GoL) provides internet access for te 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.   2011-05-30
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.	25  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	28  2008-03-23
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	30  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.)	3  2007-10-11
2.3.4 Ratio of educators to computers	9.33 (28 / 3) educator(s) per computer  2008-08-18

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1069  2007-10-11
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	24  2007-10-11
2.4.3 Ratio of learners to computers	44.54 (1069 / 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 a dedicated computer teacher, who runs the Gauteng Online laboratory and teaches basic computer skills to all children. However, his technical capabilites in relation to the maintenance of the system are limited, adn in any cas he is not permitted by the rules governing the GoL system to maintain it. This must be done by a service provider appointed by the GDE.   2008-03-23

2.6 The types of software applications used in educational institutions

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

The basic Gauteng Online package (Microsoft Office suite) Futurekids. Schools Administration Management Software package (SA SAMS).   2008-03-23

2.7 Institution ICT-connectivity rank

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

2.8 The rank of ICT-enablement by institution

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

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

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	19  2008-03-23
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6  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	67.86 % (19 / 28)  2008-03-23
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	21.43 % (6 / 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.	16  2011-01-09
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	3  2011-01-09
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.	4  2008-03-23
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	2  2008-03-23
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	72.73 % (16 / 22)  2009-03-13
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (3 / 6)  2008-08-18
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	18.18 % (4 / 22)  2008-08-18
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	33.33 % (2 / 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)	3.0  2008-08-18
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.)	3.0  2008-03-23
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	3.0  2008-03-23
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (3 / 3)  2008-08-18

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  2008-03-23
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	1.0  2008-03-23
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2007-10-11

4.3 The types of ICT use by educators

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

Internet. Wordprocessing to prepare documents for teaching purposes like lesson plans and for typing letters to parents. Exams are also typed using the software. Excel is used for class lists, marking and assessment. Powerpoint is used by the Foundation Phase (Grade R-3) teacher for hosting the weekly assembly. She designs the presentation to show to the whole school by using a data projector and screen in the whole to avoid doing the presentation herself. Record keeping systems (marks, etc). Encarta to access information via the internet. Videos and DVDs to support classroom expereince.  2008-07-31

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.	Grades R-3 use Paint, Excel and Word programs.A Microsoft Word program called "ABC"to do their abcs and to insert pictures. They use the internet to complet assignments and projects. Grades 4-7 use the following packages: Word, Excel, Paint and Powerpoint. They also use a typing master program and Encarta.  2008-07-31
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 girls (Grade 1-4) use comuters either at school or at home. Although family members help them whenever they need assistance with operating the computer or searching for information, there prefer working at school. The computers at school are all connected to the internet and they can use them to search for school work. At the moment they are not using the internet at school because they have not yet been taught how to use it. Some said they use it rarely. The other reason why they prefered to work from school is that the computer they have is very helpful-they believe he can help them with any problem they have with using the machines. Those whoever use the internet use it it to download games and to search for academic information. They use cell phones to contact family members whenever ther are emergencies or to organise visits to friends' homes. The information given by the senior girls is more or less the same as that of the junior girls. The difference is that although they get help from school, they prefer to use the internet at home because they can be on the internet for a longer time than at school. The school lab cannot be accessed after three in the afternoon-all teachers leave then.   2011-01-09
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The junior boys also access computers at school and at home. Their family members help them at home and at school they get assistance from their computer educator. One boy said he prefers to work from home because he has good time to practise and he does not need help form anyone, he teaches himself. The rest of the boys prefer to work from school 'the teacher helps them and teaches them many things' in Word, Excel and Paint applications. One of the boys said he is able to use the internet at school whenever the educator allows him. The rest have access at home if computers are connected. The senior boys also use computers at home and at school. Some prefer to work from home (the reason being that they have unlimited access) and some from school.  2011-01-09
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?	Both the senior and junior girls do not use social networks either from their cell phones or computers. When asked if they do not accassionally use them to enquire from friends about school work, they said they only phone or sms.  2011-01-09
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?	Both the junior and senior boys do not use Facebook but Mixt to caht with friends. They do not use it for educational purposes. The junior boys prefer to use Mixt to chat with friends and family members. They also use it to find out about work they missed at school when absent and to get assistance on homework from friends.   2011-01-09

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.	10  2008-03-23
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	10  2008-03-23
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	English Afrikaans Mathematics Natural Sciences Technology Human Social Sciences Economic Management Science Arts & Culture Life Orientation Computer Literacy   2008-03-23
4.5.4 The percentage of courses taught using ICT	100.00 % (10 / 10)  2009-03-13

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.	In general, educators indicated that the use of the Internet has improved their access to information for teaching purposes. 31 July 2008 The availabilty of computers in their work place makes it easy to plan and work on teaching documents. On of the teachers interviewed benefitted from a 3 month part time Computer Literacy course and that has helped her integrate them in her teaching  2008-07-31

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.

Lack of access to computers for all learners. Only those who have paid a fee (monthly)are granted permission to use them. The rest of the school do pther activities during computer periods. Lack of internet access and computers in the library and not having the correct software program for the maintenance of a book database. There is no better security for the computers. Funding needed to purchase more computers. Class sizes are large and not all learners have access to the computers. Poor maintenance of the GoL system, and lack of understanding of teaching and learning issues on the part of the GoL service provider.  2009-06-23

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 Foundation Phase learners think the computer teacher teaches effectively and half of them are happy with the time allocated for computer literacy. The other half would like to have more time working on the computer during the lessons. The Senior Phase group is privileged to have access to the internet in the afternoon from 2 to 3. They can then work on their research projects and do research work then.  2009-06-23

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 Senior Phase group feel that inability to send emails due to lack of knowledge is necessity and it needs to be included in their syllabus for computer literacy. They do not have access to the internet during lessons but only in the afternoon. Six of the interviewed 8 learners are not happy with the time allocated for computer lessons. When there are two classes in the lab they have to share a computer and this does not give them meaningful time to develop the desired skills.   2008-08-18

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

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.

Basic computer literacy (all respondents). Understanding how computers work; Web-design skills; understanding of the learning environments of computers. (1) 18/08/08 The computer teacher doesn't have a teacher training qualification which would help him or her with knowing how to impart knowledge and skills to the learners.He only holds a Tertiary certificate in IT from "PC Training and Business College". A couple of educators mentioned that they need typing skills and one educator mentioned that she would like to attend a more intense or advanced computer course to "learn more than she already knows".  2009-06-23

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

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.

The Foundation Phase group say they do not need to know how to turn a computer on as they were always on when they entered the class. They felt that it was important to know how to print and one learner identified the ability to be able to read as an important skill. the rest of the learners agreed with him. The Senior Phase group also identified the ability to read, print and how to work Windows (Microsoft operating System).   2008-08-18

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 (2008-08-18)   2008-08-18

4.12.2 Number of ICT in education-related research publications

1  2007-10-11

4.13 Pioneering initiatives in ICT in education

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

Pioneering Initiatives in ICT in Education at Eldocrest 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.	Internet use in lesson preparation. Easy access to information.(4) Use of Word Processing in preparing documents, flashcards and worksheets for class.(5) Use of scanner in designed worksheets for class based on prescribed textbooks. Downloading pictures and printing them in order for learners to relate more easily to what they are being taught.  2009-06-23
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.	Little impact on in-class teaching, other than in secondary way (use of worksheets, etc.) But ICT facilities do not exist to be used in general classes.  2008-03-23
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 assessment marks directly onto computers - increased efficiency and time-saving(Excel). (2) Correction of writing is speeded up - "all one has to do is delete the specified error instead of redoing the whole document". (1) Otherwise, no indications by educators of the use of ICTs in assessment.  2008-03-23
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	Very little impact on communication, because the e-mail is so inefficient. No mention of cellphones in this regard.   2008-03-23
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Increased confidence that one is working with quality information. (2) Increased my general knowledge as a teacher. (1)  2008-03-23

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.

The Foundation Phase group said computers have had a good impact on their learning and they all like using computers. The Senior Phase group also commented that ICT has impacted on their learning positively and has made their life easier. They are able to search for more information on their projects and assignments in the internet and in Encarta.   2009-03-13

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.

Owing to the minimal availability of the computer centre (only 1hr of access per learner per week), educators felt that ICTs had minimal direct impact on learners' learning in the school. Much more emphasis now is on encouraging learners to use media in their work )Internet, newspapers, etc). (1) 18/08/08 The learners are equiped with extra skills, their viewes are broadened and those with computers at home are able to reinforce the skills they have learnt at school when they get home. The teachers find the learners enthusiastic and their attention is captured through the use of ICT and as a result they may remember more of the content presented. When the researcher interviwed the teachers she discovered that not all learners have access to the computer lab in the school. Learners who pay monthly attend these lessons and the rest of the class either goes to the library or stays with the teacher in class. For this reason not all learners in the school will have the full inpact that ICT could make on the learning.   2008-08-18

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.

Two out of six Foundation Phase learners interviewed use the internet to access information. One learner commented that he uses it to search for information and pictures that interest him. Four of the eight Senior Phase learners have Internet access at home and this helps them source information for their assignments and projects.  2008-08-18

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.

No longer limited to a textbook. "There is a variety of information that I can now access by means of different media". (1) 18/08/08 During the course of the interviews the educators indicated that they find that the learners have a greater or broader general knowledge, however some have limited access to the internet. The computer lab is open from 2 to 3 after school for the learners to access to the Internet. The computer teacher facilitates this and provides assistance to learners when necessary. In the interview the computer teacher mentioned that libraries are no longer used by learners as we now have the Internet and Encarta. This ensures that the information retrieved is up to date, relevant, interesting than looking in a book as it is just "a click away". Researcher: This is all fine if everyone has the same unlimited access to the information, which does not apply in this particular school.   2009-03-13

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 Foundation Phase groups' response was "not really". Half of the learners mentioned using the Internet to find information for assignments or projects, otherwise there were no other comments. Seven of the Senior Phase group members said they preferred to type their assignments because it was neater. They said that it was helpful having programs such as Microsoft Word that check their spelling as they typed. Three of the group members used Encarta to help find necessary information for projects - improving the depth of their work.   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.

Some senior learners use computers for writing - this improves their skills somewhat. But there is not nearly enough time for them really to learn to do this. (1) 18/08/08 The computer teacher indicated that he assists learners complete their projects by helping them insert boarders and decoarations if necessary. The learners access the Internet in the afternoons after school form 2 to 3 and search for pictures and information which they can print in black and white for about 20cents a page. One teacher indicated that the learners are typing much better (improving the presentation of work). The Foundation Phase teacher said that when she gave a project to her class only one learner typed out the assignment (she doubted whether the learner had actually done it and that it was more likely to have been the parent). She found that none of her learners had accessed the Internet for information and mentioned that not many of her learners went to the computer facility in the afternoon. Another teacher indicated that learners who have access to computers to type out their assignments are more advantaged as the rest have to write out their assignments.   2007-10-11

7.1 The number of institutions with ICT integration plans

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

No  2007-10-11

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

None. 18/08/08 There is no formal integration plan. There is one dedicated computer teacher who is in charge of the computer curriculum or ICT program in the school. Some educators integrate the use of ICT into their lessons and subjects through the use of Microsoft PowerPoint presentaions. Not all learners have access to the computer in the school during learning periods and that justifies the absence of the integration plan as it is only taught as a subject to those who have paid for such lessons. One teacher has indicated that she refers back to adverts and television programs the learners may have seen when teaching.  2007-10-11

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

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

No  2007-10-11

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

The school is entirely reliant on the GoL service provider in this regard. 18/08/08 At present there is no renewal plan for replacing old or outdated computers. The current computers were provided by the GoL project. Recently a new service provider has been appointed (SMMT). the previous servise provider (GoL appointed) was not very reliable. a call had to be logged through the call centre. The response time was not very good as even though the call centre said someone would be there within 7 days, the school could wait up to 3 weeks. A different technician was sent for different call outs e.g. repair, program installer. the new service provider has not been tested yet.   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. The headmaster feels that this is not an option for security reasons. He does not want outsiders walking around the school property as this poses a security risk. A teacher would also have to be provided for this facility.  2008-08-18

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).	1 Principal 1 Deputy Principal 4 Heads of Department (2 x Foundation Phase, 1 X Intersen, 1 X Senior Phase) The Principal ensures that the school is managed satisfactorily and compliance with applicable legislation, regulations and personnel administration measures as prescribed. He ensures that education of the learners is promoted in a proper manner an in accordance with approved policies. The deputy principal assists the principal in the duties above and in maintaining a total awareness of the administrative procedures across the total range of the school activities and functions. He also teaches as per workload relevant to his post level and needs of the school.He is responsible for the school curriculum and pedagogy. The Head of Department monitors class teaching, effective functioning activities that take place in a particular phase.   2008-07-17
7.4.3 Number of managers trained to use ICT	5  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.	Schools Administration Management Software package (SA SAMS). Gauteng Online training offered by the provincial department of education.  2008-03-23
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (5 / 5)  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.	2  2008-03-23
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	3  2008-03-23
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	2  2008-03-23
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	3  2008-03-23
7.4.10 Percentage of female managers in the institution	40.00 % (2 / 5)  2007-10-11
7.4.11 Percentage of male managers in the institution	60.00 % (3 / 5)  2008-08-18
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (2 / 2)  2007-10-11
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (3 / 3)  2008-08-18

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 headmaster says "with regard to the SAMS program our school is currently in the process of transformation". Researcher: the school is adjusting its operations so that it aligns itself with SAMS. The headmaster doesn't have consistent or reliable Internet access and this obviously impacts on how he uses ICT in his management practices. Most lightly it is not as effective as it could be.   2008-08-18

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

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.

No responses to this question – not deemed to be an issue. (Note: There is only one national curriculum in South Africa. ICTs may have an impact on how it is delivered, but not on "which curriculum is taught".) 18/08/08 There is a seperate room in the administration block that has 2 computers and photostate machines for the teachers to use. these computers have internet access and there is a black and white printer for the teachers to print their worksheets or lesson plans that they have designed on. However, not all teachers make use of this facility.   2008-08-18

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.

Although the principal did not identify any, it became apparent in interviews that teachers are encouraged to attend Depatmental workshops that are advertised in newsletters. There are some teachers who are afraid to use computers and when it is time to enter their marks onto the computers for the reports, the nervous teacher asks others to help them. There is an e-learning committee and although the committee was formed over a year ago, it has not yet had a meeting. A member of this committee stated that there is a plan to develop teacher skills in ICT usage.   2009-03-13

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.	5  2008-03-23
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	The Principal considers himself to be competent in the use of Microsoft Word and the Internet. Other managers expressed similar understandings of their own competence in the use of ICTs.  2008-07-17
7.8.3 Percentage of managers with email addresses	100.00 % (5 / 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.

Learner numbers are too great to allow effective use of computers. There are +/- 40 learners in some classes to the 23/24 computers that are in working order. Not all the learners have access to the computer lab. during school hours but after school between 14h00 and 15h00 to access the internet when searching for information for school projects and assignments. This happens only when there is no chess practice in the computer lab after school. Parents who want their children to receive computer tuition during school hours are charged monthly for this.   2009-03-13

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.

Learners in this school pay to use computers and as a result it is only those who take such lessons whose computer skills are developed. Although they don't have access to the computer during lessons it is made available after school. One of the teachers interviewed uses her initiative to devise original and exciting lessons. She is a Grade 6 and 7 Life Orientation teacher. This is a subject that deals with difficult issues such as HIV/AIDS and sexually trnsmitted diseases. She designed Microsoft Word Powerpoint presentations on these topics which she presents in the hall via a data projector. She prefers such presentations for such difficult topics as learners see the actual details of the effects of the diseases. The computer teacher has designed his own computer sylabus that ensures easy progression of all learners regardless of what level of understanding they are.  2009-03-13

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.	501  2008-03-23
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	501  2008-03-23
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	568  2008-03-23
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	568  2008-03-23
9.1.5 Percentage of male learners who have access to computers	100.00 % (501 / 501)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (568 / 568)  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  2008-03-23
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	6  2008-03-23
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	22  2008-03-23
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	22  2008-03-23
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)  2008-08-18

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. 18/08/08 The headmaster had no comment on this indicator. The Grade 6 and 7 Life Orientation teacher who prepares PowerPoint presentations for her classes could be an example of what the impact ICT has. She prepares difficult topics such as HIV/AIDS and STD on PowerPoint. She is able to insert realistic pictures or photographs of the actual HIV virus cell onto her slides. the learners are shown this presentation in the hall through the use of a data projector and a screen.  2008-08-18

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	0  2007-10-11
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	0  2007-10-11
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Not applicable. 18/08/08 The headmaster did not comment on this indicator but teachers agreed that there no learners with real special needs have been identified. However, one teacher did comment that she felt the above learners remembered better when they had seen something on a computer rather than in a book. A second teacher also indicated that special needs learners or learners with remedial problems in Mathematics and or reading do surprisingly well in their computer lessons;"They are practical children".  2008-08-18
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-10-11

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

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

The school's language of instruction is English. Some learners have Afrikaans as their home language aor a combination of English and Afrikaans. One teacher indicated that second language learners would battle on the computers as the software programs are written in English. She then however added that even though their home language may be Afrikaans, by the time they reached Grade 4 or 5 they were usually proficient in English anywhere. The computer teacher did not forsee this as being a problem as he said demonstrations could bypass any language difficulty. For example, if a learner did not know how to read the word "format", once the teacher has shown them or demonstrated a couple of times they would know where it was for future use.  2008-08-18

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