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Buganda Road Primary School
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Informations générales
Description |
This is a government-funded primary school that is found in the capital city Kampala, Central Division. It is the largest UPE School in the country located in the heart of Kampala city. Majority of the learners in this institution are from middle families and from blue collar parents. The school has a total pupil population of 2195 of which 974 are males and 1221 females. By the time of the study the school had 60 full time teachers where 42 are females and 18 males. Despite the above population of both learners and educators, the school has only 14 functional computers, which brings a computer student ration to be 1:157. The schools email address is brps@utlonline.co.ug |
Niveaux scolaires | primaire  |
Forme des maîtres ? | Non |
Privé ? | Non |
Technique ? | Non |
Genre des étudiants | Mixte |
Milieu | Urbain |
En vedette? | Oui |
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Équipement, connectivité et accès (8 sous-catégorie disponible; 6 contient des données, dont 0 document)
2.1 Nombre et pourcentage d'établissements possédant des ordinateurs
2.1.1 L'établissement a des ordinateurs ? | Oui 2007-10-15 |
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2.1.2 Pourcentage des ordinateurs branchés à Internet | Donnée non disponible 2007-10-15 |
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2.2 Nombre et pourcentage des établissements connectés sur Internet
2.2.1 L'établissement a une connexion Internet ? | Oui 2007-10-15 |
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2.2.2 Types de connexion et largeur de la bande passante | The school uses the dial up of 16kbps connectivity through a telephone line offered by Uganda Telecom Ltd. 2007-10-15 |
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2.2.3 Nombre d'ordinateurs branchés à Internet | 1 2007-10-15 |
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2.3 Ratio enseignant/ordinateur par établissement
2.3.1 Nombre d'éducateurs dans l'établissement | 60 2007-10-15 |
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2.3.2 Nombre total d'ordinateurs dans l'établissement  | 14 2007-10-15 |
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2.3.3 Nombre d'ordinateurs disponibles pour les éducateurs dans l'établissement  | 12 2007-10-15 |
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2.3.4 Ratio enseignant/ordinateur | 5,00 (60 / 12) enseignant(s) par ordinateur 2007-10-15 |
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2.4 Ratio élève/ordinateur par école
2.4.1 Nombre d'élèves dans l'établissement | 2195 2007-10-15 |
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2.4.2 Nombre d'ordinateurs disponibles pour les élèves dans l'établissement  | 10 2007-10-15 |
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2.4.3 Ratio élève/ordinateur | 219,50 (2195 / 10) élève(s) par ordinateur 2007-10-15 |
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2.5 Présence d'un assistant spécialiste en technopédagogie (ou d'un conseiller/technicien en TIC) dans les institutions éducatives
2.5.1 L'établissement a un conseiller/technicien en TIC ?  | Oui 2007-10-15 |
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2.5.2 Description du poste et/ou des fonctions professionnelles du conseiller/technicien en TIC  | The ICT technician is responsible for the maintainence of all the computers and their peripheries, trouble shooting and making updates. He is responsible for teaching the learners and sometimes the educators too.
He also controlls access to the computers and works hand in hand with the secretary to work on any school assignment as long as it involves the use of computers such as typing reports for management, computing reports for learners at the end of the term and keeping a track record of all learners in the school. 2007-10-15 |
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2.6 Types de logiciels d'application utilisés dans les établissements d'éducation
2.6.1 Noms/types de logiciels utilisés dans l'établissement  | Microsoft Windows and Office (Word, Access, Excel, PowerPoint), Publisher, Adobe Acrobat Reader, Word pad, Note Pad, Digitalized content (Mathematics, Social Studies,English and Internet Explorer.
2007-10-15 |
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2.7 Rang de l'établissement dans la connexion TIC
2.7.1 Score de l'index de connexion-TIC | Donnée non disponible 2007-10-15 |
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2.8 Rang de l'établissement par rapport à leur capacité-TIC
2.8.1 Score de l'index de capacité-TIC | Donnée non disponible 2007-10-15 |
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Formation des enseignants (12 sous-catégorie disponible; 1 contient des données, dont 0 document)
3.11 Éducateurs qui ont participé à la formation permanente/au développement professionnel, avec l'intégration des TIC
3.11.1 Nombre d'éducateurs qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.2 Nombre d'éducateurs qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.3 Pourcentage des éducateurs qui ont participé à moins de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.4 Pourcentage (primaire, secondaire, tertiaire et professionnel) des éducateurs qui ont participé à plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.5 Nombre d’éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 3 2008-01-16 |
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3.11.6 Nombre d’éducateurs de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 5 2008-01-16 |
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3.11.7 Nombre d’éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 2 2008-01-16 |
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3.11.8 Nombre d’éducateurs de sexe masculin qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 2 2008-01-16 |
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3.11.9 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.10 Pourcentage d'éducateurs (de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.11 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.11.12 Pourcentage d'éducateurs (de sexe masculin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2007-10-15 |
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3.12 Rang des établissements d'enseignants d'éducation par rapport à l'intégration des TIC
3.12.1 Score de l'index en intégration des TIC | Donnée non disponible 2007-10-15 |
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Utilisation/Usage des TIC (14 sous-catégorie disponible; 13 contient des données, dont 3 document)
4.1 Fréquence d'utilisation des TIC par les éducateurs pour des buts académiques
4.1.1 Moyenne des utilisations des TIC par les éducateurs pour des buts académiques (heures par semaine) | Donnée non disponible 2007-10-15 |
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4.1.3 Moyenne des utilisations des TIC par les éducatrices (de sexe féminin) pour des buts académiques (heures par semaine)  | 1 2009-02-23 |
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4.1.4 Moyenne des utilisations des TIC par les éducateurs de sexe masculin pour des buts académiques (heures par semaine)  | 2 2009-02-23 |
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4.1.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les éducateurs | Donnée non disponible 2007-10-15 |
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4.2 Fréquence d'utilisation des TIC par les apprenants/élèves pour des buts académiques
4.2.1 Moyenne des utilisations des TIC par les apprenants/élèves pour des buts académiques (heures par semaine) | Donnée non disponible 2007-10-15 |
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4.2.3 Moyenne des utilisations des TIC par les apprenantes/élèves (de sexe féminin) pour des buts académiques (heures par semaine)  | Donnée non disponible 2007-10-15 |
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4.2.4 Moyenne des utilisations des TIC par les apprenants/élèves de sexe masculin pour des buts académiques (heures par semaine)  | Donnée non disponible 2007-10-15 |
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4.2.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les apprenants | Donnée non disponible 2007-10-15 |
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4.3 Types d'utilisation des TIC par les éducateurs
4.3.1 Types d'utilisation des TIC par les éducateurs (p. ex., présentation PowerPoint, ressources sur Internet, etc.)  | Educators reported that they use computers when typing especially pupils’ assessment exercises, and class notes, report writing, saving and computing grades for learners. Printers for printing work for teaching purposes.
In addition, they mentioned that some teachers use computers to listen to music.
Despite the above factors, it was not easy to establish the extent to which the above was done and whether all the educators were capable of handling such tasks. What seemed true was that a few among the educators were the ones who did and the majority lacked basic ICT skills which they can use to integrate in their teaching.
2008-12-18 |
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4.3.2 Exemples de productions avec les TIC par les enseignants  | 2008-12-18 |
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4.4 Types d'utilisation des TIC par les élèves
4.4.1 Types d'utilisation des TIC par les élèves (liste)  | Pupils mentioned that they use ICT in the various ways:
Typing work during computer lessons,
They also use the computer calculator to compute for different things. As already noted the ration of computers to students is very high therefore individual learners do not have a chance to access the computers once they are outside computer lessons. Even during the lessons not every learner has a chance to touch the keyboard as one computer may be shared by over six learners.
Since there is no Internet connectivity at the school, learners not use ICt for communication purposes.
2008-12-22 |
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4.4.2 Exemples de productions avec les TIC par les élèves  | 2007-10-15 |
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4.4.3 Points d’accès des apprenantes aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | All the female participants stated that they had computers at home belonging either to their parents or elder brothers. They also accessed computers at school whenever they were having computer classes but complained of being too many on a computer to the extent that others resorted to just listen and practice at home. One of the girls said that much as they have a computer at home the parents do not allow her to learn from it saying that she has a lot of work to do or the parents are using it most of the time. The girls stated that at home was the best point of access because some of the parents assist them and allow them to spend much more time with the computers than it is at school. A few girls accessed Internet from their parent’s computer and all agreed that their parents cannot allow them alone to go to Internet cafes.
2010-08-03 |
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4.4.4 Points d’accès des apprenants aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | The male pupils of this school accessed ICTs for pedagogical use from Internet Cafes, School computer Laboratory and their own homes. The most convenient times they accessed computers included at home after they had done their home work, during weekends and while at school during break time, lunch or even after classes after getting permission from the lab attendant. These students stated that they do not get enough time with the computers especially while at school because sometimes the computers are being used by teachers, they are not many, when they have time the room is closed, they don’t accept many students at a time. As a result of the above challenges all of them agreed that computers at home were best accessed. For Internet accessibility majority went to Internet cafes with a few having parents with Mobile Internet on Modems which they said is the most efficient and not costly to them since they don’t have money. 2010-08-03 |
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4.4.5 Participation des apprenantes aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | For the girls they showed little understanding as only 3 out of 12 had heard about Facebook, none for the rest. They noted that they would have loved to be on Facebook but their parents do not allow them to go to Internet cafes where the boys go and chart with friends. At home where most girls access computers, most of them were not connected to Internet and where they were connected the speed was very slow and most times power would go off especially on weekends. The female learners also said that they did not have money to go to Internet cafes and where their parents gave them it was not enough. They talked of fearing to be harassed by boys while they were in Internet cafes, fearing to walk at night as that is when they could get some free time. also reported was the fact that some girls did not know what to do exactly and in the cafes there were no people trusted enough to help them when they faced challenges. 2010-04-13 |
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4.4.6 Participation des apprenants aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | Male learners from this institution had a fair understanding of social networking with seven out of 12 being have ever heard about Facebook, two heard Twitter and only one heard MySpace. Only four students were on Facebook and none on either Twitter or MySpace. Students said they were on Facebook because it was easy to learn and had many friends compared to Twitter and MySpace. However, majority of the learners used social networking for communication between and among their friends and not for learning purposes and where it happened it was un intended. The students noted that they would be on all of them but Internet services are un available and where they are available in Internet cafes the charges are too high to be afforded by them. Even where it is at home parents are too restrictive and they don’t their young children in primary to be exposed to Internet as they think it will spoil them. 2010-08-03 |
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4.5 Pourcentage de cours enseignés en utilisant les TIC
4.6 Facteurs favorisant l'utilisation des TIC par les éducateurs
4.6.1 Facteurs qui favorisent l'utilisation des TIC selon les éducateurs (150 mots)  | The main factors mentioned are:
The policy of Integrating ICTs in Education by the Ministry of Education and Sports, Teachers willingness to integrate ICT in their teaching is also a great contributing factor.
The presence of some computers in the school even though they are still very few,
Some students being computer literate makes it easier when teaching it in class as learners are willing to teach their fellows hence promoting peer learning among the learners
Having electricity in the school despite the regular power cuts and the absence of other forms of power that can be used once hydro-electricity power is off
Presence of the computer lab at the school premise which is used and can be used to store computers safely.
2008-12-22 |
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4.7 Défis inhérents à l'utilisation des TIC par les éducateurs
4.7.1 Facteurs indiqués par les éducateurs comme défis à l'utilisation des TIC (150 mots)  |
There are very few computers in the computer laboratory for teachers and pupils to use effectively. The ratio of computers to students is very high; only 14 functional computers, and therefore, a pupil computer ratio of 1:157 which is very strange but true.
Most teachers’ are ICT illiterate hence not all subjects can be taught by use of ICT. This is partly because the school does not have a program of training its staff in ICT skills and this causes them to lag behind and to be unable to integrate it in their pedagogical teaching. Those who have skills were trained individually out of their curiosity.
Only one computer is connected to the Internet and accessing it is very difficult and competitive as it is located in the head teacher’s office which can not accommodate more than three teachers at the same time.
Unreliable power supply at certain times of the day
2008-12-22 |
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4.8 Facteurs favorisant l'utilisation des TIC par les apprenants
4.8.1 Facteurs qui favorisent l'utilisation des TIC selon les apprenants/élèves (150 mots)  | Some of the factors that support ICT as stated by learners include;
The Policy of integrating ICTs in education by the Ministry of Education and Sports
The presence of some computers and willingness by the learners to learn ICT. 2008-12-22 |
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4.9 Défis inhérents à l'utilisation des TIC par les apprenants/élèves
4.9.1 Facteurs indiqués par les apprenants/élèves comme défis à l'utilisation des TIC (150 mots)  | Mentioned challenges were:
Power cut off and fluctuations during study time, very few computers at school
Many students do not get a chance to get access to the computers. Some students do not know how to use a computer, high ratio of students to computers
Not all educators can help the learners when it comes to the issue of ICT
2008-12-22 |
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4.10 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les éducateurs
4.10.1 Compétences requises pour l'utilisation des TIC selon les éducateurs  | Required skills:
Teachers would want to learn: Microsoft office suit packages particularly Word, Excel, PowerPoint Internet and Email.
Some want to improve their typing skills but this is so because they do have an every day access to the computer implying that even if the acquired the required typing skills and spend more time without typing they will again slow down.
2009-01-27 |
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4.11 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les apprenants/élèves
4.11.1 Compétences requises pour l'utilisation des TIC selon les apprenants/élèves  | Pupils require the following competencies to use ICT:
They need to know how to switch on and off a computer individually as it is always done in a group.
They need to know how to save and retrieve their typed work
They need to know how to use the keyboard, mouse and learn more commands.
It can be seen from what students want to learn that they have not yet known what the Internet is all about and the range of learning opportunities it can offer to them. Also other ICT equipment such as the use of Cyber rooms and Encarta program are unknown to the learners from this institution and probably their teachers as well.
Also it can be stated that the learners know ICT or computer in particular as a lesson and not as a medium of instruction through which many other subjects can be facilitated.
2008-12-22 |
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4.12 Publications et recherches connexes relatives à l'intégration des TIC en éducation
4.12.1 Les TIC dans les publications de recherche liées à l’éducation (référence et résumé; 150 mots; document le cas échéant)  | 2011-03-01 |
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4.12.2 Nombre de publications et de recherches connexes portant sur les TIC en éducation | Donnée non disponible 2007-10-15 |
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4.13 Initiatives pionnières sur les TIC en éducation
4.13.1 Initiative pionnière en matière de TIC en éducation (description, incluant les parties responsables; 150 mots; document le cas échéant)  | 2011-03-01 |
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4.14 Classement de l'intégration des TIC par établissement
4.14.1 Score de l'index d'intégration des TIC | Donnée non disponible 2007-10-15 |
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Impact sur les éducateurs (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
5.1 Impact des TIC sur l'enseignement
5.1.1 Impact des TIC (indiqué par des éducateurs) sur la planification de la leçon (150 mots)  | Two teachers including the ICT teacher reported that occasionally use Encarta for Kids but due to a very high ratio of computer to student, there has been no impact realised at all. The other teachers are not able to do Internet search for teaching content to enrich lesson planning.
These teachers state that lack of ICT training is the cause of their inability to use ICTs for lesson planning.
Seven out of ten teachers reported that they have no access to the internet which also made it difficult for lesson planning
To note, most of the teachers do their lesson planning manually using a pen and a paper.
2008-10-14 |
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5.1.2 Impact des TIC (indiqué par des éducateurs) sur l'enseignement en classe (150 mots)  | The following is the reported impact of ICT on in-class teaching:
Three out of the ten teachers stated that ICT has improved the way they teach students because they now use power point presentations and Encarta for kids enables them teach many students.
Overall, the impact was not yet felt because of fewer computers in the school which makes integration of ICT in pedagogical teaching in this institution more of a fanfare. 2008-10-14 |
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5.1.3 Impact des TIC (indiqué par des éducateurs) sur les méthodes d'évaluation (examens, etc. ; 150 mots)  | The following is the impact of the use of ICT on the evaluation methods
1. It has improved teachers access to students performance records and grades at any time which enables the teachers to handle performance issues in accordance to student performance.
2. The ICT teacher is able to type exams, print and store them for future reference which has improved the evaluation methods in the school. 2008-10-14 |
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5.1.4 Impact des TIC (indiqué par des éducateurs) sur la communication éducateur-élève (150 mots)  | Seven out of the ten teachers reported that they encourage their students to ask them questions via the email. They however, reported that they do not send assignments via email to their students because they (both teachers and pupils) do not have access to Internet while at school and even their skills are very limited and even those who were knowledgeable in ICT lacked time to visit Internet cafes to read their mails. Even then, the discussion with learners showed that only two out of ten had skills about the Internet which they learnt from home and not school. Virtually there was no any form of communicated reported to be taking place between the learners and the educators. 2008-10-14 |
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5.1.5 Impact des TIC (indiqué par des éducateurs) sur la réflexion dans l'enseignement (150 mots)  | Three teachers stated that the use of ICT helps them to reflect on their teaching.
For the ICT teacher, it helps them to prepare in advance for the lesson.
2008-10-14 |
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6.2 Impact des TIC sur l'accès des apprenants à la connaissance
6.2.1 Impacts des TIC (indiqués par les apprenants) sur l'accès à la connaissance (150 mots)  | Pupils did not mention the impact ICT on there accessibility to information. But presumably those learners who access Internet at home have been able to do simple things with the Internet such as using google and email communication.
2008-12-22 |
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6.2.2 Impact des TIC (indiqués par les éducateurs) sur l'accès à la connaissance (150 mots)  | Impact on student’s access to knowledge is indicated as no impact yet because there are very few computers in the school to be utilised by majority of the students.
ICT has motivated those few students who have access to computers at home to study ahead of their teachers and fellow students.
2008-12-22 |
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6.3 Documentation produite par les apprenants en utilisant les TIC
6.3.1 Impacts des TIC sur la documentation produite (indiqués par les apprenants)  | No response was given mainly because not many students had access to computers at the school and hence no document generation. 2007-10-15 |
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6.3.2 Impacts des TIC sur la documentation produite (indiqués par les éducateurs)  | According to the teachers, very few students have managed to access computers hence a few have been able to produce documents. Otherwise, most students do not know how to use a computer and have not produced any documentation using ICTs. 2007-10-15 |
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6.1 Impact des TIC sur l'apprentissage en général
6.1.1 Impacts des TIC spécifiés par les apprenants sur l'apprentissage (150 mots)  | ICT has helped pupils who access computers at home get information on the internet; they read news on the internet, communicate to friends through email and type their home work during holidays. Therefore ICT has made such students very effective in their daily life 2008-12-22 |
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6.1.2 Impacts des TIC spécifiés par les éducateurs sur l'apprentissage (150 mots)  | The impact that ICT has had on students learning is that the teachers felt that there hasn’t been a noticeable impact of ICT on pupils’ learning because very few students access computers at school.
There were a few others who access it at home and these students show competence in its use but are very few.
2008-12-22 |
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TIC et gestion de l'établissement (10 sous-catégorie disponible; 10 contient des données, dont 0 document)
7.1 Nombre des établissements possédant un plan d'intégration des TIC
7.1.1 L'institution a un plan d'intégration ?  | Oui 2007-10-15 |
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7.1.2 Description du plan d'intégration des TIC (150 mots et joindre le document en question)  | The school has undertaken a strategy on how they could better equip themselves with computer facilities by requesting the students' parents to contribute to the cause. Through the parents board meetings they agree on the developments to be undertaken which includes every term purchasing two computers. Within a year they are able to acquire six computers. 2007-10-15 |
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7.2 Nombre des établissements ayant mis en place une stratégie de maintenance et de renouvellement des équipements TIC
7.2.1 L'institution a mis en place une stratégie de maintenance et de renouvellement des équipements TIC ?  | Oui 2007-10-15 |
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7.2.2 Description des stratégies mises en place pour l'entretien et le renouvellement des équipements  | The school does not clearly state if they have a maintanence and renew ICT strategy. However, through their inventory management strategy they can easily track the hardware they have and probably replace them with new ones in case of breakdown. Every term they are able to understand what hardware they have before purchasing new ones. 2007-10-15 |
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7.3 Nombre des établissements qui permettent à la communauté d'accéder à leurs infrastructures TIC
7.3.1 L'institution offre un accès à leurs infrastructures TIC à la communauté ?  | Non 2007-10-15 |
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7.3.2 Description des types d'accès fournis par l'institution à la communauté (150 mots)  | The institution does not avail their ICT infrastructure to the community for use. The reason could be that they have so little to share with the community fearing that the few computers available would get damaged. The other explanation could be that there is no policy for communities to access the ICT facilities in the school. 2008-01-16 |
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7.4 Nombre de managers (directeurs/gestionnaires/personnel administratif de l'école, etc.) formés pour utiliser les TIC (dans l'éducation)
7.5 Impact des TIC sur la gestion des pratiques éducatives
7.5.1 Impacts (indiqués par les managers) sur la gestion des pratiques éducatives (150 mots)  | The impact that ICT has caused on educational management practices includes proper records management of the students details. The records are now stored electronically instead of the paper folders that were used before. A simple query can be run and certain details attained in just a few minutes. Reports and other vital institutional documents can be securely stored at the school or remotely somewhere else. There is been lots of money saved by school because less paper is bought. Examinations can also be developed and also printed from the school by the tutors themselves which saves lots of time
2008-01-16 |
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7.6 Impact des TIC sur le programme d'enseignement (mathématiques, science, arts et lettres, etc.)
7.6.1 Impacts (indiqués par les managers) des TIC sur le programme d'enseignement  | The managers believe that there has been a great pick in interest in the studies that use the computers as a mode of delivery. Students are believed to have increased on their English vocabulary through the spell checkers, very keen to learn computer related subjects, Students are now kept busy during class time despite the absence of tutors on several occasions. 2008-01-16 |
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7.7 Impact des TIC sur la formation permanente/les programmes de développement professionnel
7.7.1 Impacts (indiqués par les managers) des TIC sur la formation permanente/le développement professionnel en éducation (150 mots)  | For many of the teachers, research has been made easy during the preparations for their lessons. They can google and then find appropriate content for their lessons without much difficulty.
Through the internet, administrators can better communication amongst themselves and the teachers
There is also an increase enrollment for the teachers for online courses to boost their understanding of what they teach. On job studying for the teachers through the Internet is very popular today. 2008-01-16 |
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7.8 Habiletés des directeurs d'écoles à utiliser les TIC (compétences de base)
7.8.1 Nombre des managers d'institution possédant une adresse de courriel (email)  | Donnée non disponible 2007-10-15 |
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7.8.2 Description des habiletés des managers à utiliser les TIC (compétences de bases) (150 mots)  | Managers can efficiently use Microsoft Word, Excel. Only the headteacher who had got individual training outside the school arrangement was able to use Internet and this probably explains why it was only his computer which was connected to the Internet yet the institution has a total of 14 working computers. 2008-01-16 |
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7.8.3 Pourcentage des managers avec des adresses de courriel (email) | Donnée non disponible 2007-10-15 |
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7.9 Obstacles majeurs (identifiés par les managers d'écoles) qui empêchent les élèves d'atteindre les objectifs d'apprentissage avec les TIC dans leurs écoles
7.9.1 Obstacles, tels qu'identifiés par les managers, qui freinent l'atteinte des objectifs TIC de l'institution pour les élèves (600 mots)  | Unreliable power supplies not only disorganizes learning schedules, but also destroys the already existing computer and their peripheries.
There are limited funds to be used for purchasing more computers to reduce on the computer student ration which is exceptionally high, construct a descent computer laboratory, employ appropriate and enough teachers who can fully integrate ICt in their teachinig or train the present staff.
There is lack of relevant policies to guide and streamline both the implementation and use of ICT within the school. 2008-01-16 |
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7.10 Leadership et bonnes pratiques dans l'intégration des TIC en éducation
7.10.1 Description des «success stories» en matière d'intégration des TIC (description, 300 mots, quoi, par qui, comment, avec quel résultat ?)  | Parents Teachers Association has contributed to ICT in the school by purchasing 11 computers National curriculum development centre has donated 4 computers Linking to schools around the world program has linked Buganda Road School to the outside world.
Eight teachers (5 M, 3 F) four teachers (2 M, 2 F) have received training between 1-50 hrs and more than 50 hrs respectively.
The institution manager has been trained in ICT, and the skills gained include introduction to computers, office suite, internet browsing and email. The school has a plan of purchasing two computers per term.
The integration of ICT has had a number of positive impacts including improvement in student’s vocabulary, pupil’s keenness to learn computers, improved research, facilitating communication and on-job/online learning. Management has improved through database record keeping. The school’s PTA has contributed eleven computers, while NCDC has donated four.
2008-01-16 |
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Genre (2 sous-catégorie disponible; 2 contient des données, dont 0 document)
9.1 Nombre des apprenantes qui ont accès aux ordinateurs
9.1.1 Nombre d'apprenants de sexe masculin  | 974 2008-01-16 |
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9.1.2 Nombre des apprenants de sexe masculin qui ont accès à un ordinateur  | 974 2008-01-16 |
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9.1.3 Nombre d'apprenants de sexe féminin  | 1221 2008-01-16 |
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9.1.4 Nombre des apprenants de sexe féminin qui ont accès à un ordinateur  | 1221 2008-01-16 |
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9.1.5 Pourcentage des apprenants de sexe masculin qui ont accès à un ordinateur | Donnée non disponible 2007-10-15 |
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9.1.6 Pourcentage des apprenants de sexe féminin qui ont accès à un ordinateur | Donnée non disponible 2007-10-15 |
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9.2 Nombre des enseignantes qui ont accès aux ordinateurs
9.2.1 Nombre d'enseignants de sexe masculin  | 18 2008-01-16 |
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9.2.2 Nombre d'enseignants de sexe masculin qui ont accès aux ordinateurs  | 18 2008-01-16 |
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9.2.3 Nombre d'enseignantes (de sexe féminin)  | 42 2008-01-16 |
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9.2.4 Nombre d'enseignantes (de sexe féminin) qui ont accès aux ordinateurs  | 42 2008-01-16 |
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9.2.5 Pourcentage des enseignants de sexe masculin qui ont accès aux ordinateurs | Donnée non disponible 2007-10-15 |
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9.2.6 Pourcentage des enseignantes (de sexe féminin) qui ont accès aux ordinateurs | Donnée non disponible 2007-10-15 |
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Sensibilité culturelle au contenu (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
10.1 Impact des TIC sur le développement d'une variété de contenu éducatif africain
10.1.1 Impacts (indiqués par les managers) sur le développement des contenus de cours africains  | Through the use of ICT, content that suits the African child has been easy to develop without much difficulty. Digitized content is becoming so common in many of the schools with computers in form of e-learning. Many of the managers at schools are being trained to develop such content and probably how to better use it to teach their students. 2008-01-16 |
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Éducation spéciale (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
11.1 Impact des TIC sur les apprenants aux besoins spéciaux
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Langue (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
12.1 Relation entre l'intégration des TIC dans l'éducation et les langues locales
12.1.1 Perception des éducateurs de la relation entre la langue maternelle des apprenants et l'intégration des TIC dans l'éducation  | The educators stated that there was a positive relationship between the first language ofthe learners and their learning of computers. They said that was so because all the learners being in an urban area speak English as their first language and this made it easier for them to catch up very first when computer lessons are introduced. 2009-03-17 |
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12.1.2 Perception des parents (ou membres de la communauté) de la relation entre la langue maternelle des apprenants et l'intégration des TIC en éducation  | Donnée non disponible 2007-10-15 |
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Fiche créée le Lundi 15 Octobre 2007 23:49:41 UTC.
Fiche mise à jour le Dimanche 17 Juillet 2011 10:33:52 UTC.
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