ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-10-11
2.1.2 Percentage of computers connected to the Internet	100.00 % (27 / 27)  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.   2007-10-11
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.	27  2007-10-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	18  2007-10-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	27  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.)	18  2007-10-11
2.3.4 Ratio of educators to computers	1.00 (18 / 18) educator(s) per computer  2009-03-16

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	816  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	34.00 (816 / 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.

Yes  2008-06-24

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 teacher in charge of computers is an educator. He teaches computer literaracy to learners who come to him during computer periods. Every class has one computer period in a five day cycle time table (time table attached) for computers. During this period he assists the learners in their research tasks for the different subjects and extends their knowledge of computer skills. The learners come in the afternoon to send emails to whoever they would like to. The staff members come to him for guidance in carrying out administrative work like reports, year plans, work schedules and lesson plans. He also assists them in designing learning materials. The Computer teacher’s support to both the teachers and learners has led to a growing interest in the use of computers in the school. He also teaches parents of the learners who come in groups to learn how to use the computer to search for jobs and business opportunities through the use of the internet. They can virtually do any piece of work they want and he helps them.  2008-06-24

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.

Microsoft office pack with programmes like Microsoft Word, Power point, Excel and Microsoft Outlook. These are the software packages prescribed by the Gauteng Online system. The programs offered by the Department of Education are not in use at the moment because they need to be updated. However there is other software that teachers use for mathematics and English. The administration staff uses SAMS which is a School Administration Management System offerd to public schools by the Education Department.  2008-06-24

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	17  2008-12-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	1  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	94.44 % (17 / 18)  2009-03-16
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	5.56 % (1 / 18)  2009-03-16
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.	14  2008-12-11
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	3  2008-06-26
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.	1  2008-06-26
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (14 / 14)  2007-10-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	75.00 % (3 / 4)  2008-03-11
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 / 14)  2007-10-11
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	25.00 % (1 / 4)  2008-03-11

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)	Data not available  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.)	Data not available  2008-11-19
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	Data not available  2008-11-19
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	Data not available  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)	Data not available  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.	Data not available  2008-11-19
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.	Data not available  2008-11-19
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	Data not available  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.

Most teachers use DVDs they get from a company called Discovery Channel. They are then able to show picture of areas they need to reinforce in their teaching. The Foundation Phase teacher (Grade 1-3) expressed how helpful radio lessons are in their teaching of listening skills. Other teachers use Wicrosoft Word to prepare their teachig materials. The computer teacher is the one who uses a wide range of computer software. He works on Excel to design templates for marks and other administrative work for the teachers and the Headmistress, He also prepares PowerPoint presentations for himself (when teaching) or the management whenever they need them. He also searches the internet for tools that he and other teachers can use to enhance teaching and learning.  2009-01-09

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Data not available  2007-10-11

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	Learners in Grade 6 and 7 mostly use the internet to search or to communicate with their penpals that the school connected them with after their their headmistress' visit to the school overseas. They use Microsoft Word to improve their spelling and writing skills for texts like letters. The computer teacher teaches them computer literacy during their computer lessons and once they acquire enough skills they learn to apply them to tasks that prepare them for the job market. They learn how to apply for jobs, write reports and other transactional tasks.   2009-01-09
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2007-10-11
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The learners have two access points, which are the school and the Internet cafe`. The most common place is the school where there is internet access as well. (This is a school in a not so rich black township community and the majority of family cannot affort to own a computer. To them, it is a luxary.) At school are in contact with the computer regularly, which is once a week during computer lessons offered to the whole school. In these lessons, focus is on teaching them basic operational skills that will equip them to write Woerd documents. The school doesn't make electronical or printed submission of school documents compulsory as this is not a well resourced institution. They are therefore learning the skills, just in case they need them either at school or in the near future at high school or in jobs. The computer lab is open at breaks and after school for those who might be interested in extending their tuition during the computer lessons or to communicate with pals in a twin school overseas. Most learners do not have cell phones and if if they do, they are not gprs enabled and they cannot have access to the internet. Phones are therefore mainly used for communication purposes.  2010-09-02
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 data from boys is more or less the same as that of girls. They shared the same views. Boys added that they use computers at school whenever there is work they need to understand better.  2010-09-02
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?	There is no active participation in social networks in this school because the learners do not have internet access on their phones and access to the only school lab is very limited as this is a big school. When asked what they thought of social networking they said they believe they are not safe for children their age (+/-9 to 13 years). They have heard of abuse of children brought about by these networks. They also believe, mxit is very bad for their safety and they would rather not use it if if they had an opportunity to do so.   2010-09-02
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?	Again the response was the same for boys except that they seemed to know the networking sites better than girls. They said they got to know them throught theor older firends or siblings who use them. A new one (to me) that came up was www.gonow.com.  2010-09-02

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  2008-03-11
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	9  2008-03-11
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).	English, Mathematics, Social Sciences, Technology, Venda, Computer Studies, Arts and Culture, Economics and Management, Afrikaans, Natural Sciences.   2008-03-11
4.5.4 The percentage of courses taught using ICT	90.00 % (9 / 10)  2008-06-24

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) "What factors favour the integration of ICT in your courses?" Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers.

The contract that the school has with Discovery Channel prommotes ICT use because it sends experts to train teachers occassionally on integrating ICTs into their learning. The presence of the computer lab with a big TV screen as well encourages teachers to integrate ICT. Their lerners love the computer lab and at times they use it as a reward for behaving well during lessons. The classes are taken to the lab to either view a DVD of what they have learnt or to research on a topic they are working on.  2009-03-16

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

The Deputy Head indicated that most of the teachers in the school are not computer literate and they take long to grasp a skill. He associated that to age, lack of interest or time to try other methods of teaching. He said teachers are ex[pected to do a lot of work (administrative as well) and they do not have space in their program to include ICT. The geographical position of the school is also a disadvantage because most of the parents do not work and they cannot afford to buy computers their children can use to follow up on lessons they are given at sschool.   2009-01-09

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) "What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)" Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum.

The presence of the computer lab and a good computer teacher is a positive aspect for these learners. They are happy that they are taught the basic skills on how to work on the computer once a week. Their teachers at times give them research work and whenever the computers are connected to the internet, they can work on any afternoon. Those who have pals from the sister school overseas enjoy communicating through emails where they can share about life and education in each others country. The headmistress' interest in ensuring all learners (including learners in Grade 0) have access and are able to develop their computer skills largely contributes to the use of computers in the school.  2009-01-12

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.

Learners wish there were more computers in the lab so that they would not have to share one during the limited time they have for lessons. They wish the time they have for computer lessons could be longer so that they can learn more or be more familiar with working on the machines. Unfortunately the majority of them do not have computers at home and cannot afford to go to computer cafees where they can extend their exposure to computers. The internet connectivity is unreliable. They are only able to access information from the internet only when the school is connectivity. Since this is a public school situated in a pooor community, it relies on the Department of Education's contracted provider which has proved to be unreliable.  2009-01-12

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.

One of the teachers interviwed stated the importence of acquiring typing skills to improve speed when working on the computer. He also pointed out the need to go into different websites to search for different methods of teaching and information on his subject (Mathematics. Two of the teachers interviewed said that they don't use computers but DVDs that Discovery loans to the school and they are guided by the experts from the school on how to use them to enhance their lessons. The computer teacher is not content with the skils he has. He wishes the school was always connected so that he could extract more information and skills from different tools in the internet. If the school could have access to the latest softwares, he would be able to keep up with skills his learners would need when they leave school.   2009-01-12

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.

Learners would like to do some of their tasks on the computer for the various subjects they learn. They will need to improve their typing skills and working with Microsoft programmes. They would need to learn how to quickly and effectively search the internet to learn more about their subjects' content as well. One of the female teachers expressed the need to have a general understanding of how to operate electrical gudgets in the school which are the video, television and computers.  2009-01-12

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 (2008-06-26)   2008-06-26

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 Iniatives in ICT in Education at Mveledzandivho 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.	ICT brings life to lessons planned for leaners in the classroom. There is much variety that incoperates modes of learning that learners of this generation are used to. The teachers interviwed spoke about the appropriateness of using ICT to teach these learners whose attention is basically drawn more by audio-visual texts. For this reason, the majority of teachers make an effort to integrate ICT like radio, television and computers to sustain their learners' attention and to create an atmosphere that will facilitate knowledge acquisition. Computers are mostly used by learners in the computer lab. Since there is one for the whole school, the computer teacher attempts to address general needs from teachers especially in the Language subject to equip them with writing skills in addition to the computer literacy lessons he gives them. The rest of the technologies are used by individual teachers in all grades.   2008-12-11
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.	The senior teachers mainly use the computer lab to to show their learners videos illustrating real life issues or situations that link with lessons they teach. One of the teachers gave an example of a video that displayed what life people in other countries lived for a Goegraphy or Social Sciences lesson. He pointed out that such lessons were never forgotten by learners.  2009-03-16
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.	One of the female teachers pointed out that she reinforces her learners' understanding of content covered by giving them written exercises that she uses to evaluate the effectiveness of her lessons. One of the male teachers in the questionnaire wrote that using computers makes his assessment easier. (the researcher thinks that this is due to the use of Microsoft Word for setting tests and Excel for calculating and recording marks). However, most of the typing of exams and recording of marks is done by the computer teacher in the school as some of the teachers are not familiar with using a computer.  2009-01-12
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.	One of the female teachers does not encourage her learners to use the email to submit assignments because not all of them own a computer. Since most of the learners are only in contact with the computer once a week, it would not make sense to use the computer for communication. It is therefore all done in normal classes. In other words, emails are not used for any communication within the school for learning purposes.   2009-03-16
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.	Generally, teachers have noticed an improvement in the performance or response of learners to lessons where they have watched a video. They associate this with the possitive effect visual aids has on helping learners remember covered content. Their learners are more inquisitive and are able to discuss more about what they have watched in a movie than what has been tatught convertionally. The use of ICT encourages them to be innovative and effective in their teaching and the learner's attention is captured for longer periods.  2009-01-12

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.

Their English spelling is improving because they are encouraged to use the spell check when typing tasks given during computer lessons. When the internet is connected they are able to access more information about the content in their subjects and this facilitates a better understanding of the knowledge. They like DVDs because they can see the real life scenes or illustrations of their lessons. They claim they do not easily forget such lessons.   2009-01-12

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 teachers interviewed all agreed that ICT motivates learners to learn. Their attention spun is sustained for longer periods and their curiosity is aroused. At times teachers use entrance into the (only) lab to discipline learners. For instance, those who misbehave can be threatened by being told they will not have access to the computer lab - they say it works. One of the female teachers interviewde believes ICT makes it easier for learners to grasp new information. The computer teacher and one of the female teachers agreed that the spell check mode improves their language-especially their spelling since English is not their mother tongue.  2009-01-12

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.

It is better for them if they see real life situations from the video as they get more information within a short space of time. When the internet is connected, they are able to get more information on their research work and this enables them to perform better. Their understanding of what teachers talk about in class is enhanced in the computer lab when they watch videos.   2009-01-12

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.

One of the female teachers believes learners are more informed now when they watch videos and search the internet. The videos they get from Discovery show them things they have never seen in life but only heard about and this benefits even the disadvantage learners who haave no access to the internet or cannot afford to travel. Some of them do not have television or the DVDs and when the teacher tells them that on a paricular day they will watch a DVD on the planet earth for instance, they all come to school as they enjoy watching them.  2009-01-12

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.

Their work done on computers is neat and generally well presented.  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.

They enjoy searching for information and when given research work, they do it and there is evidence that there have collected substantial information. Learners are allowed to come to the computer lab and type their assignments that the computer teacher helps them print. Work done on the computer is neat and usually well laid out. The language aspect of the assignments is also better since there are functions that help to check grammer.  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.

There are no documents set out or plan, but the integration is implemented from staff meeting to staff meeting as need arises in the subjects taught. For instance, computers are used to supplement the existing teaching materials where possible.Worksheet and images are used to help the learners grasp concepts better. Mathematics and English programmes that are available are of great assistance to the learners and teachers. In this way, a set of principles has been built up over time on the basis of which the school seeks to integrate ICTs.   2007-10-11

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

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

Yes  2008-06-24

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.

Gauteng on line has contracted a service provider who is responsible for maintenance. The school does not have any documents inthis regard.  2007-10-11

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

Yes  2008-03-11

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.

Parents come to school and do their CVs, and other tasks they need to do for their community or homes, for free. They come in the afternoon, after school to google anything they need to help them search for jobs, business markets and other fields of interest. During afternoons some of them come to school and are given computer literacy courses for free. Parents do not contribute to the salaries of the instructor or the purchase of paper they use. This is all meant to make them feel they own the school and thus assist in guarding the school as a whole against criminal activities. Parents in this school are now interested in their children’s learning as this facility has made them become more aware of the importance of their contribution and support to the education given by the teachers. It has also made it easy for the teachers to reach to the learners’ parents if they need to make them aware of their children’s learning or lack of progress.  2008-03-11

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).	The headmaster is the director and is has a deputy. There are 3 Heads of Department and 5 senior teachers who manage academic matters.  2008-03-11
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.	The whole school teaching and office staff have all gone for a basic computer literacy course where they were introduced to Microsoft Office programmes.  2008-03-11
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.	4  2008-03-11
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	1  2008-03-11
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	4  2008-03-11
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2008-03-11
7.4.10 Percentage of female managers in the institution	80.00 % (4 / 5)  2008-03-11
7.4.11 Percentage of male managers in the institution	20.00 % (1 / 5)  2007-10-11
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (4 / 4)  2008-03-11
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (1 / 1)  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 admits that she has no interest in the computer and much as she appreciates the function and the difference it makes in her school, she does not use it for administrative purposes. She gives teachers’ instructions, guidelines and confidential matters to the computer teacher who writes and later prints them for her. Most teachers, especially the young, are able to use computers to set their tests, design learning materials and they work on their classes’ report from the computer. They give their learners some research work to do on the computers to broaden their knowledge and understanding of the topics they are dealing with.   2008-03-11

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

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

Generally, the use of ICT has been tremendous. The learners start using computers in Grade 1 and this gives them confidence in dealing with the bigger challenges they meet at higher grades. In Grade 7 they are able to carry out more meaningful tasks that will prepare them for high school tasks. They are also able to keep up with the development in technology and are able to explore the skills they already have. As they gain confidence they want to spend more and more time on the computer and by so doing they are able to improve their skills on their own.  2008-03-11

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.

They have enriched both the teacher and the learner in using and integrating ICT to their subjects. The computer teacher has a syllabus set for grade ones to grade Sevens.He progressively introduces computer periods they attend. The use of computer periods they attend. The use of computer has also created a larger field to work from in order to develop their knowledge subject content and their teaching methods. The development sessions are given at random by the computer teacher who is always available to assist whenever help is needed in the process of intergration of the teachers lessons and in their teaching materials.  2008-06-24

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  2008-03-11
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 younger managers use it to a large extent but the older adults either are not interested or they have some fear of using the computers.  2008-06-24
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.

The institution would like to integrate ICT in all its learning areas but the major constraint they have is the absence of learning programmes for most of them. They only have programmes for Maths and English. The teacher in-charge of computers and the subject educator do not have the skills that will enable them to design their own. Although this might be a constraint, all teachers and learners use computers mainly for research purposes and adapt the info to suit their needs. The other problem is that the 25 computers are not enough for classes that are big. Some of the classes have 50 learners and they cannot all have access to the computers during the period allotted to them. In such cases some of them use them fortnightly. This becomes a problem if they have to meet deadlines for submitting given tasks. If the internet is down like now, research work cannot be done and this retards the learning or teaching pace of some activities. The old members of staff have phobia for computers and will avoid using them at all costs. This deprives their learners from discovering modern ways of exploiting the relevant subjects on computers.   2008-03-11

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.

Their major success stories are the involvement of parents to the school’s functions that has come as a result of them having access to the computers. They have been made to feel they “own” the school and they will do anything to protect it from vandalism and theft (of valuables like the computers). Parents now support the learning activities that are initiated in the school. The headmistress expressed her happiness that is derived from the knowledge that she can venture into any programme and the parents will be there to back her up. She is excited by the fact that her learners are computer literate and are able to communicate with overseas learners. That way their knowledge of the world will be broadened. Teachers, especially the young, are enthusiastic about the integration of computers in their teaching activities and they would like to expose themselves and their learners to them. The educator in charge of computers is encouraged by the success that the integration of computers has achieved and although there are some programmes in place, he thinks if there were more computers in the school, enough for a class with the maximum number of learners, more success stories would be noted.A leanring channel program called Discovery sends subject experts who help educators with ICT integration. they have introduced them to the use of other technology like CDs that they use as visual aids. They say learners love those lessons and are excited to attending them.  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.	408  2008-03-11
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	408  2008-03-11
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	408  2008-03-11
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	408  2008-03-11
9.1.5 Percentage of male learners who have access to computers	100.00 % (408 / 408)  2007-10-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (408 / 408)  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.	4  2008-12-11
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	4  2008-12-11
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	14  2008-12-11
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	14  2008-12-11
9.2.5 Percentage of male teachers who have access to computers	100.00 % (4 / 4)  2008-03-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (14 / 14)  2007-10-11

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content "What impact has integrating ICT had on the development of African course content?" Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content.

The African (indigenous) language – Venda programmes are not available and therefore the language learners and teachers do not benefit much from the presence of computers in the school unless if they have to do a historical research they will later translate to their language.  2008-03-11

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	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.	None (Researcher note: the working definaiton of "children with special needs" at the school seems to one of children with significant physical or intellectual disabilities).  2008-06-24
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.

When onne of the teachers shows a video in French, he lets learners without sound and then discuss what they saw in relation to what he is teaching in their mother tongue. I this case, the teacher does not think language is a big problem that would affect the learners' understanding. The other teacher added that what they see relates to their own lives as it happens in their communities and is based on a curriculum that focusses on content relevant to their culture or society. The Foundation Phase (Grade 0 to 3)teacher expressed concern that there are Venda (Mother tongue of many learners in the school and the language of communication in the community)programmes. He pointed out that they try and teach all the other subjects in English and this helps them follow English instructions on the computer or on DVDs. At times Venda is used to explain or translate basic instructions to ensur all of them can follow.  2009-01-12

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