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Kisowera Primary School
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Informations générales
Description | This is a public day and boarding school at Mpoma- Kisowera in Mukono district, Central Uganda. It is a government-aided UPE rural school with a total pupil population of 510 of whom 286 are females and 224 are males. This school has a total of 15 teachers of whom 4 are males and 11 females. Presently, there are only seven computers of which two were donated by the former US President (Bill Clinton) and the five from the National Curriculum Development Centre (NCDC).
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Niveaux scolaires | primaire  |
Forme des maîtres ? | Non |
Privé ? | Non |
Technique ? | Non |
Genre des étudiants | Mixte |
Milieu | Non-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 2008-01-18 |
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2.1.2 Pourcentage des ordinateurs branchés à Internet | Donnée non disponible 2008-01-17 |
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2.2 Nombre et pourcentage des établissements connectés sur Internet
2.2.1 L'établissement a une connexion Internet ? | Oui 2008-01-18 |
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2.2.2 Types de connexion et largeur de la bande passante | The school has an Internet connectivity which is currently disconnected due to the fact that the school has no power (electricity). The solar power which it formerly used had problems and is now not functional as all the batteries got spoilt. 2008-01-18 |
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2.2.3 Nombre d'ordinateurs branchés à Internet | Donnée non disponible 2008-01-17 |
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2.3 Ratio enseignant/ordinateur par établissement
2.3.1 Nombre d'éducateurs dans l'établissement | 15 2008-01-18 |
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2.3.2 Nombre total d'ordinateurs dans l'établissement  | 7 2008-01-18 |
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2.3.3 Nombre d'ordinateurs disponibles pour les éducateurs dans l'établissement  | 7 2008-01-18 |
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2.3.4 Ratio enseignant/ordinateur | 2,14 (15 / 7) enseignant(s) par ordinateur 2008-01-17 |
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2.4 Ratio élève/ordinateur par école
2.4.1 Nombre d'élèves dans l'établissement | 510 2008-01-18 |
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2.4.2 Nombre d'ordinateurs disponibles pour les élèves dans l'établissement  | 7 2008-01-18 |
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2.4.3 Ratio élève/ordinateur | 72,86 (510 / 7) élève(s) par ordinateur 2008-01-17 |
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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 ?  | Non 2008-01-18 |
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2.5.2 Description du poste et/ou des fonctions professionnelles du conseiller/technicien en TIC  | This school has no ICT technician but has computer teachers who also act as ICT technician though they do not teach computers. This is so because the school has no computer laboratory and the available computers are kept in the staffroom and or the head teacher's office. The Computer teacher therefore used to be responsible for maintaining the computers in good condition, teach computers to the student, teach teachers especially those who had never got any exposure in as far as acquiring computer skills is concerned. 2008-01-18 |
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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  | Since the school does not teach computer lessons, the software used are those which are used by the school headteacher and the secretary for administrative purposes and they include; Windows Operating System, Microsoft Word, Excel, Access and PowerPoint. They use the above software in preparing students tests, reports, report to the school management committees as well as keeping proper school records that can easily be retrieved any time they are wanted. 2008-01-18 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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  | 1 2009-03-12 |
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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  | 2 2009-03-12 |
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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  | Donnée non disponible 2008-01-17 |
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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  | Donnée non disponible 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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Utilisation/Usage des TIC (14 sous-catégorie disponible; 13 contient des données, dont 4 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 2008-01-17 |
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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)  | Donnée non disponible 2008-01-17 |
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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)  | Donnée non disponible 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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 2008-01-17 |
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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.)  | Teaching purposes using computers donated by National Curriculum Development Centre (NCDC) which had installed the school curriculum (Primary 1 -5) to the hardware and some teachers reported that they used to use this facility to enrich their teaching content.
Four teachers used computers (One lady among these) for playing games and listening to music.
The secretary and teachers used computers to type documents such as mark sheets. They also used them to store student’s details such marks and registers but now all that is gone as the teachers do not have functional computers.
Offering Computer lessons to pupils. Several teachers claimed that pupils were brought to the staff room for some computer lessons, but pupils actually did not mention this in their discussion. This could be that teachers were used to what was being done when the computers were functional and such pupils who were trained could have finished their primary seven and left the school.
2008-12-26 |
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4.3.2 Exemples de productions avec les TIC par les enseignants  | 2009-03-18 |
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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)  | The children reported that currently, the computers are not used in the school. Computer classes were there before 2004, but now, all computers are spoilt and need servicing.
Only two out of the ten pupils in the discussion had ever touched or worked on the computer but the rest just watched. The pupils who attended the discussion were in P.6 and P.7 and some of these had used the computers in P.2 and P.3 respectively. As for the rest, some had never touched on computers as they just ended at seeing them in the staff room. 2008-12-26 |
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4.4.2 Exemples de productions avec les TIC par les élèves  | 2008-01-17 |
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4.4.3 Points d’accès des apprenantes aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | All the female pupils accessed computers for learning purposes from the school computer lab, this was mentioned because these female learners dint know of any other place because even the computers in the school lab were not functional and thus could not be used for learning purposes. Only one girl accessed a computer from her mother’s place. All the girls stated that they accessed computers during weekends afternoon time. These female pupils had never had never accessed computers from the Internet cafes for learning purposes. They reported that they would have accessed computers after classes like boys do but they feared to be “disturbed” by the boys through bad touches that would lead into an early sex. They added that boys tease them a lot and therefore could not go to the computer when they were there in the evening or without a teacher who is also a male and most often sides with the boys and this affects the female learners as they fear to report to him such cases. 2010-06-21 |
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4.4.4 Points d’accès des apprenants aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | Majority of the pupils from this institution get access to a computer from school, homes, and their parents. Only one of the pupils had ever heard about Internet cafes but actually did not know what it is. Some pupils stated that they accessed computers from their neighbours and brothers studios like Stallion Ivan studio which specialises in making music and films. Almost all the students stated that they accessed computers after class hours and weekends and or holidays “I get access to a computer at home when my brothers are back from the University". This was because during day time pupils are busy with other subjects and thus can only access the computer lab after classes and or weekends. Also for those who were not in the boarding section weekends and holidays were most appropriate as the pupils had more time. However, this being a rural place there were no Internet cafes and therefore they were unknown to the pupils. 2010-06-21 |
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4.4.5 Participation des apprenantes aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | The school being without Internet services, the girls did not know and or participate in any of the Internet based social networking. They did not only know or participate but had never heard about such terms. None of the learners had an email address and this automatically put all of them in an awkward position with regard to the usage of such Internet based social networking is concerned. Kisowera primary school also being a rural primary school where even the female educators did not know about either the Internet or its social networking aspects. This is typical of most Ugandan rural schools where the educators are the primary sources of knowledge and therefore the teacher does not know it is also most likely that the pupil will know because the pupils depend or know what their teachers have taught them.
2010-06-21 |
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4.4.6 Participation des apprenants aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | The school being without Internet services, four male learners had had about the Internet but not the Internet based social networking. Those who had heard learnt from their brothers and sisters especially those who studied in tertiary institutions like the universities. “I heard that with the Internet you can use it to send things like music, photographs and notes to people in other countries” stated one of the male learners. “For me I know that you can get friends from the Internet” and another one stated that “For me I have just heard about the Internet from here today”. Therefore, it can be summed up that the absence of the Internet services at the school which is first place of acquiring knowledge and information for most of the rural schools is a hindering factor with regard to exposure and accessibility to modern Internet based social networking for the learners in those educational institutions. 2010-06-21 |
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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 following were the factors which were anticipated to favour the integration of ICT in pedagogical teaching. This is so because at the moment there is no any integration of ICT at all
There is need for security in the area so that the available equipment are not taken away by thieves.
Availability of Computers for both educators and students.
There is need for basic skills on how to use/operate the computers such as booting and rebooting, typing using the keyboard, using the mouse, saving and retrieving work etc...
The presence of In-built electronic curriculum (Primary 1 -5)in the computers. This was initially installed by NCDC with the support of an IDRC project called Curriculum Net which phased out leaving the computers idle.
ICT training to all staff members – Observations showed that majority of teachers had no computer skill and only a few with slow paced typing skills.
Availability of ICT integration Policy within the school and the willingness by the admnistration to adopt it. 2008-12-26 |
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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)  | Lack of functional computers - The school has seven computers but only two are working with old software such as Windows 97 and 98. Also majority of the teachers are ill-trained in as far as using ICT is concerned.
NCDC provided computers with content installed from P.1 to P.5 in all subjects but many of these were not opening and also majority were infected with viruses
Absence of power - electricity, originally the school depended on solar panels which became faulty as the batteries got expired prompting the former head teacher even to sell off the solar panels as he claimed that the school was not in position to buy the batteries on a continuous basis.
Lack of Internet connectivity and the stealing of installed hardware which was meant for Internet connection
Work overload - Most female teachers claim to be overworked as they have other roles to play at home. Thus they suggested that in case of any training in ICT, it should be done in holidays
Rural nature of the community in that even when parents are encouraged to pay some fee for computers, they don’t.
2008-12-26 |
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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)  | Students do not use computers within the school at the moment and hence no stated factors to support ICT use by learners can be sighted. Only three working computers and are kept in the staff room for avery few to look at so that they how a computer looks like.
2008-12-26 |
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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)  | The pupils felt that the barriers to their use of ICT in school revolve around the following: lack of a functional computer lab, lack of trained teacher(s) in ICT (the one who was in the school was transferred), regular power cut off and long hours in class which lives them with no time to use the computers. 2008-12-26 |
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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  | Skills /competences required to by educators to effectively integrate ICT in their teaching include:
Educators need to acquire basic computer skills on how to operate a computer so as to be able to help the learners. From the discussion, it was observed that only one teacher had the skills and was actually referred to as a computer wizard yet he only knew basic typing skills and mostly used the computer for typing in Microsoft Word, playing games and listening to music.
Willingness to learn how to use the computer and other ICTs. Many of the teachers had actually not interfaced with the computers yet there were available in the staff room.
There is need for change of attitude on the part of the teachers and this can only be done through training teachers and showing them the relevance of knowing ICT.
2008-12-26 |
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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  | The following were given as the skills/competencies required by the pupils:
Booting and rebooting a computer
Saving and retrieving work on the computer
Learning how to type and manipulate the computer for other functions
Searching for information on computers, and with educative programs like Encarta for children and if the school has the Internet teachers also want to learn how to learn from it and download materials that they can use to improve on their teaching subjects. 2008-12-26 |
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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 2008-01-17 |
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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 2008-01-17 |
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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)  | Out of the ten teachers interviewed, three stated that they had used ICT for lesson planning and teaching preparation. The use of ICTs, in particular the computer has helped teachers develop skills in developing and delivering PowerPoint presentations though they do not it at school. With limited access to Internet, teachers have been able to access useful learning/teaching materials on the Internet which they in turn used in the updating of their teaching content.
Four of the ten teachers stated that they use the computer for playing music and games and have never used for academic purposes. Almost all the teachers still rely on counter books and pens to make their lesson planning. 2008-10-10 |
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5.1.2 Impact des TIC (indiqué par des éducateurs) sur l'enseignement en classe (150 mots)  | The teachers used several graphics and other relevant content items derived from the Internet to illustrate key points during the teaching. Children are also often brought into the computer lab to view certain features of the computer and to learn how to use perform some important computer functions. This was when the computers were still operational.
Teachers agreed in unison that there is no impact of ICT with regard to classroom teaching. This is because they do not have functional computers to which to create such impact. 2008-10-10 |
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5.1.3 Impact des TIC (indiqué par des éducateurs) sur les méthodes d'évaluation (examens, etc. ; 150 mots)  | Only one of the ten teachers used the computers to do any evaluation related work and even then only in form of typing, printing and photocopying examination and test questions. The rest of the teachers still use the chalkboard to write exams or secretaries to process the exams and tests. In this institution it is the role of the secretary to type exams and enter students scores into the computer and she works with the computer teacher to grade pupils. 2008-10-10 |
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5.1.4 Impact des TIC (indiqué par des éducateurs) sur la communication éducateur-élève (150 mots)  | There is no impact on communication whatsoever between teachers and students. This is largely due to lack of Internet connection at the school. Teachers were however of the view that with the recent reconnection of electricity at the school Internet connectivity would be reestablished shortly. Nonetheless, teachers noted that they were using mobile phones to communicate with fellow teachers. 2008-10-10 |
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5.1.5 Impact des TIC (indiqué par des éducateurs) sur la réflexion dans l'enseignement (150 mots)  | Only three teachers responded to this question in the affirmative. According to the three teachers ICT helps them to demonstrate abstract concepts like landforms in geography; it also helps them to make comparisons of their own teaching materials with other related ones. Nevertheless, absence of internet connection in the school was observed as a key limitation to their capacity to reflect on their teaching 2008-10-10 |
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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)  | Since in this institution computers are not used by the students, no impact could be seen on access to knowledge. The learners can access knowledge using ICT if they are able to use the computer and especially Internet and short of that access to knowledge is limited. This institution having already installed NCDC curriculum content on the available computers, students would be able to learn ahead of their teachers if they had computer skills and accepted to use those very computers where the program is installed. However, at the moment, students are not allowed to have access to the computers that have such knowldge. 2008-12-26 |
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6.2.2 Impact des TIC (indiqués par les éducateurs) sur l'accès à la connaissance (150 mots)  | In general, the impact that ICT has had on students’ access to knowledge
The teachers felt that there was no impact yet especially due to absence of Internet connectivity, non functional computers and inadequate computer skills among teachers and pupils.
2008-12-26 |
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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)  | Since the computers are not used at the school by the students, no realisable impact could be seen on producing documents. Teachers never offer them any computer lessons and hence students can never produce any electronic document. Students expressed lack of knowledge and skills in as far as document production using ICT is concerned. 2008-01-17 |
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6.3.2 Impacts des TIC sur la documentation produite (indiqués par les éducateurs)  | The general feeling among teachers was that ICT has not helped pupils in producing documentation related to learning. For example, teachers do not give assignments to pupils where they are required to use computers. In addition, the computers are very few and not connected to internet.
2008-01-17 |
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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)  | Pupils in this institution said that ICT has not had any impact on their learning because they have not been taught how to use it. The available computers are only being used by the Secretary or Head teacher and students in the school do not study anything about ICTs. This means that majority of the pupils do not know about ICTs save for those who had seen others studying computer when they were in the lower classes like primary one or two. Out of the ten pupils who participated in the focus group discussion, only four had seen others studying a computer and six were not aware about any ICT learning. However, pupils expressed willingness to learn computer lessons if they are given an opportunity to do so. 2008-12-26 |
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6.1.2 Impacts des TIC spécifiés par les éducateurs sur l'apprentissage (150 mots)  | Majority of teachers in this institution felt that there was no impact yet because the school had not fully integrated ICT component in their courses. They felt that this is so because of the rural nature of the school but many teachers were hopeful that since electricity had been installed, the ICT component will soon be integrated. They added that for the component to create real impact on the pupils, the educators themselves need to be trained first because majority of them also do not know how to use or integrate ICT in their teaching.
For Some teachers who had taught / integrated computers in teaching when the computers had just been donated to the school said that pupils are interested in learning ICT especially when they are showed the graphics on computer screen.
2008-12-26 |
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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 ?  | Non 2008-01-18 |
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7.1.2 Description du plan d'intégration des TIC (150 mots et joindre le document en question)  | There is currently no integration plan at the school for ICT. Despite it being a public school but rural, less funding has been done to accommodate for technologies such as computers. Therefore no strategic plan can be put in place without any adequate resources on the premises. 2008-01-17 |
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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 ?  | Non 2008-01-18 |
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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 have any strategy for maintaining or renewing the ICT equipment. 2008-01-17 |
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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 2008-01-18 |
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7.3.2 Description des types d'accès fournis par l'institution à la communauté (150 mots)  | The school does not provide any access to its two computers to the community. The reason for this is because they are too few to be utilised by other people other than the school. Actually, those two computers are even not enough for both the teachers and students. 2008-01-18 |
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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)  | Because the computers currently working are only two and thus and are only used by the secretary and the head teacher mainly for report writing and keeping safe important data for the school and for the secretary to type learners tests and reports. 2008-01-18 |
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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  | There is no impact yet because the computers have not been in use for two years. This is partly because those pupils who were originally trained completed primary seven and joined other schools and the ones who remained have not got any chance to learn about the computers.
Also the educators had not fully acquired skills that would enable them to continue using the computers. Plans were underway to have all educators trained but before this was realised the school lost the solar panels which used to provide to provide power to run the computers.
Plans were under way to connect the school on a power line which will facilitate the using of the available seven computers and then the impact will be realised.
2008-01-18 |
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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)  | No impact because the trained teacher was transfered to another school before passing on the skills to other teachers in the school. Therefore, the teachers present in this school do not have any ICT skills or any training that has been specifically organised by the institution for them.
It can be stated that there can't be professional development when the school has only two functional computers which they don't have access to as they are for the head teachers and the secretary. 2008-01-18 |
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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 2008-01-17 |
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7.8.2 Description des habiletés des managers à utiliser les TIC (compétences de bases) (150 mots)  | Given the fact the Managers only got training in Microsoft Word, Excel, Access, PowerPoint their ability is only related to that. Many Managers use ICTs to do work for the institution especially on numbers of children, their performance, drop out rates and progress by teachers on what they have covered in class teaching and not. 2008-01-18 |
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7.8.3 Pourcentage des managers avec des adresses de courriel (email) | Donnée non disponible 2008-01-17 |
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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)  | The transfer of trained teachers to other schools by the government in an ad hoc way weakens Manpower. The teacher who was trained in ICT was transferred to another school leaving a very big training gap. Neither the teachers nor the institution manager has received training in integrating ICT.
Low funds in the school budget make it difficult to maintain the computers. Of the seven computers, only two are functioning in Widows 95. This implies a student computer ratio of 1:255Due to computer breakdown and poor maintenance, there has been no integration.
The school had internet but it has been disconnected due to the power problems. Electricity problem, since the only solar panel available is dysfunctional. The provided solar panel lacks batteries to run it continuously.
2008-01-18 |
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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 ?)  | Two computers were donated by President Clinton and 5 computers donated by National Curriculum Development (NCDC) Centre Kyambogo. NCDC trained one teacher on how to integrate ICT in education but the trained teacher left the school two years back. This was a blow to the integration of ICT in the real teaching and learning process. 2008-01-18 |
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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  | 224 2008-01-18 |
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9.1.2 Nombre des apprenants de sexe masculin qui ont accès à un ordinateur  | Donnée non disponible 2008-01-17 |
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9.1.3 Nombre d'apprenants de sexe féminin  | 286 2008-01-18 |
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9.1.4 Nombre des apprenants de sexe féminin qui ont accès à un ordinateur  | Donnée non disponible 2008-01-17 |
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9.1.5 Pourcentage des apprenants de sexe masculin qui ont accès à un ordinateur | Donnée non disponible 2008-01-17 |
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9.1.6 Pourcentage des apprenants de sexe féminin qui ont accès à un ordinateur | Donnée non disponible 2008-01-17 |
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9.2 Nombre des enseignantes qui ont accès aux ordinateurs
9.2.1 Nombre d'enseignants de sexe masculin  | 4 2008-01-18 |
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9.2.2 Nombre d'enseignants de sexe masculin qui ont accès aux ordinateurs  | 1 2008-01-18 |
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9.2.3 Nombre d'enseignantes (de sexe féminin)  | 11 2008-01-18 |
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9.2.4 Nombre d'enseignantes (de sexe féminin) qui ont accès aux ordinateurs  | 4 2008-01-18 |
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9.2.5 Pourcentage des enseignants de sexe masculin qui ont accès aux ordinateurs | Donnée non disponible 2008-01-17 |
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9.2.6 Pourcentage des enseignantes (de sexe féminin) qui ont accès aux ordinateurs | Donnée non disponible 2008-01-17 |
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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  | When there is course content developed for the African students, there is improvement in the literacy levels. This is because students are able to access vital and useful content prepared by experts. However, there is less of such content developed to suit the African context. 2008-01-18 |
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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  | This being a rural school majority of its learners use vernacular and indeed their language could have a negative impact on the iuse of ICT in education. However, to overcome that the school administration encourages only those learners in upper primary classes to be the ones who are actively involved in actiual computer classes and not the lower classes. 2011-07-17 |
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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 2008-01-17 |
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Fiche créée le Jeudi 17 Janvier 2008 23:58:19 UTC.
Fiche mise à jour le Dimanche 11 Décembre 2011 04:34:34 UTC.
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