ObservatoryICT

The school has a dial-up type of Internet connectivity 

The following are the duties of the ICT technician: 1. Making the school timetable 2. Ensuring that the computers and related learning resources are available 3. Updating the school's website 4.Advising the school on the new ICT products available in the market 

The following are the software applications used in the school: 1.MS word 2.MS Access 3.power point 4.Excel 5.Smart board 

The teachers use ICT SMART BOARD for demonstrations; Internet for information search; typing of lesson notes; preparation of lesson plans; evaluation of students' academic performance; data base for record keeping, timetabling, processing examinations and also for teaching and for drawing using Word Art programme. Since the school does not have LCD projectors, pupils gather at screens to view content of CDs on the computer screen.  

Pupils use computers to seek more information over and above what is taught in class. Learners noted that the information they find in computers sometimes helps to simplify or clarify what is taught in class. Sometimes they find in the computers information which answers questions which they find in text books but with no answers provided. Pupils also use interactive programmes like Encarta encyclopaedia to look for information. They also write letters on computers, draw illustrations and send class work, through the local network, to their teachers to correct.  

12 girls were involved in this discussion. Indicator 4.4. 3. Female learners’ points of access to computers/ Internet 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) All the 12 students said that they accessed computers in the school and at home. Only 4/12 girls reported that they also access computers from the cyber cafes. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc. The students reported that the school computers were accessible when they had computer lessons, over lunch time, break time and at night only Accessibility at home is only over the holidays whenever they want. Visits to the cyber cafes are also done over the holiday and only when there is no electricity power available at home. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; All the 12 girls said that home was the most convenient point. This was because of the unlimited access. (d) How do you use computers for learning purposes? The girls gave the following ways in which they use computers for learning purposes: • Compact diskettes from the cyber school are used • The school has also created a Microsoft math for them • There is the Microsoft Encarta from which they research • Google for information for all their subjects • There are also saved documents in the computers which they use for revision. (e) Are there challenges/ problems/ hindrances you face as girls in as far as the various points of access are concerned? (Probe: home, school environment and Internet cafes) The following were cited as challenges in the different points of access. HOME: • Low connectivity • Viruses that sometimes rub everything done • Computer hanging • Power failure • Boredom SCHOOL • Congestion • Ltd time INTERNET CAFES • Congestions • Low internet speed • Its expensive • Lack of security at night • Intimidated as girls if there are only boys in the cafes., they reported that they feel uncomfortable in the presence of boys. (f) Where do you get access to Internet for learning purposes? For learning purposes all the 12 girls reported that they accessed the internet in the school as well as home during the holidays. (g) When do you get access to Internet for learning purposes? They access in school at in all the subjects in the curriculum. (h) Which is the most common/convenient point of access for the Internet? Explain why this is the most common/convenient point of access; Home was reported as the most convenient point of access. The reasons given for this was that: • It was limitless in terms of time. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects • Write emails to students in other schools. (j) Are there challenges/problems/hindrances you face as girls as far as accessing Internet for learning purposes is concerned? They did not report any problem. Possibly because the school is well endowed with computers.  

Indicator 4.4. 4. Sought to find out male learners’ points of access to computers and Internet for learning purposes. All the fourteen boys said that they accessed computers in the school and at home. 10/14 boys reported that they also access computers from the cyber cafes. They reported that computers were accessible when they had computer lessons, over lunch time, break time and at night only. Accessibility at home is only over the holidays whenever they want. Visits to the cyber cafes are also done over the holiday and only when there is no electricity power available at home. All the 14 boys said that home was the most convenient point. This was because of the unlimited access (paid for by their parents). On how they use computers for learning purposes, the boys gave the following ways in which they use computers for learning purposes: • Compact diskettes from the cyber school are used • The school has also created a Microsoft math for them • There is the Microsoft Encarta from which they research • Google for browsing for information for all their subjects • There are also saved documents in the computers which they use for revision. The following were cited as challenges in the different points of access. At home they experience low speeds due to poor connectivity, viruses that sometimes rub everything done, computer hanging, power failure and boredom. At school the challenges are congestion and limited time. In the cyber cafes there is also congestion, low internet speeds, high cost and lack of security at night. For learning purposes all the 14 boys reported that they accessed the internet in the school as well as the home during the holidays. Home was said to be the most convenient point of access as it was limitless in terms of time. For learning purposes, the Internet is used by searching for information using Google and by writing emails to students in other schools. On specific challenges faced in access, they did not report any problem. This is possibly because the school is well endowed with computers and the pupils come from affluent families who can afford computers and Internet Connectivity at home.  

Indicator 4.4.5 Female learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? All the 12 girls have heard about facebook • MySpace? all girls have heard about myspace • Twitter? All girls have heard about it • Hi-5 all girls have heard about it • MSN all girls have heard about it • Yahoo-chat all have heard about it • You-tube all have heard about it • Gmail all • Prodigit all (b) Have you ever used any of the following: • Facebook?- 10/12 use the face book • MySpace? 2/12 use it • Twitter? 1/12 use it • Hi-5 None • MSN 6/12 • Yahoo-chat 10/12 • Gmail 3/12 • Prodigit 2/12 • You-tube 10/12 (c) For those who have used any of the above, explain how you have used it One girl reported that the facebook has a large space and uses it to tag pictures and send to many of her friends. You can also get questions from your colleagues without problem. One girl also reported that my space is used for chatting with people from other countries and therefore learns from them. The twitter- they pose a twit or a question to their colleagues and expect answers from them. An update is also gotten from the same. msn- one student reported that in case she has forgotten an assignment, it can be scanned by the parents and sent to her. u-tube- they get updates while in school. g-mail- they use to chat with their parents. (d) Which of the above mentioned is convenient for learning purposes? Why? All the 12 girls agreed that facebook was the most convenient for learning because of the following reasons: • It is known by many people • Easy to upload pictures • It is cheaper than u-tube • Faster than others since you can write on people’s walls. (e) Are there challenges/ problems/ hindrances you face as girls while participating in any of the above mentioned Internet-based social networking categories? Please explain your responses. The following were cited as major challenges faced by the girls in using the social networks: • It is addictive. A girl reported that she can stay on the facebook for ever • There are sometimes imposters who want to chat with you and can fall in their traps.  

Fourteen boys participated in the discussion on use of Internet-based social networking. On if they had ever heard of about the following sites, their responses were as follows: • Facebook? 14/14 have heard about facebook • MySpace? 7/14have heard about myspace • Twitter? 12 boys have heard about it • Hi-5 3 boys has heard about it • MSN none of the boys have heard about it • Yahoo-chat all have heard about it • You-tube all have heard about it • Free card none of the boys Have you ever used any of the following: • Facebook?- 12 boys use the face book • MySpace? 3/14 use it • Twitter? NONE • Free card none • Afros meet 2/14 boys use it • Hi-5 None • MSN none • Yahoo-chat 4 boys • Gmail 8 use gmail • Prodigit none • You-tube 7 have used it to download music Most of the boys agreed that they have used these sites for social purposes only. When asked which of the above mentioned is convenient for learning purposes, all the 14 boys agreed that facebook was the most convenient for learning because it is known by many people. The challenges/ problems/ hindrances faced as boys while participating in any of the above mentioned Internet-based social networking categories were indicated as addiction and sometimes being contacted by strangers who want to chat with you and if one is not careful, can fall into their traps.  

The following two subjects are taught using ICT: 1. Computer skills: the school use Smart Board and power point to teach the skills. 2. French: the school uses Audio CDs for teaching and translation purposes. 

Use of computers for teaching is facilitated by the interest that teacher have in modern ICT and the realization that computers make work easier. Application of computerised instruction has also been integrated in the timetable. Also teachers have also been encouraged to undergo in-service training on computer skills and to keep abreast with new technology. Pupils are also conversant with the use of computers and challenge teachers to use computers for instruction. Computers are also available in the school to support computerization of teaching. It was also reported that the school is planning to start using computer smart board accessories for teaching.  

Teachers also reported challenges they face in using computers for teaching. They noted that preparation of lessons for the first time is time consuming. Children who are ahead of teachers in computer knowledge also tend to put pressure on teachers. It was also reported that the use of computers for teaching requires teachers to be alert all the time to keep up with changes in technology. Computer viruses are also a problem. The computer laboratory also lacks UPSs and this makes computers vulnerable to loss of unsaved data at the slightest power interruption. Teachers also have to take extra care to ensure that examinations do not leak to pupils through shared computers before they are done. The school also does not have internet connectivity and this limits the amount of resources that pupils can access for learning.  

The factors that favour the use of computers in the school were reported as availability of computer hardware and software, a computer laboratory, teachers with computer skills, committed pupils with computer skills and supportive school administration.  

Challenges to the use of computers for teaching include lack of UPSs, computer viruses and slow speed computers. Lack of connectivity to the internet was also noted as hampering extended use of computers especially in accessing learning materials from websites. Updating of antivirus programmes and scanning of the computer for viruses is also made difficult by lack of internet connectivity.  

Educators indicated that they need competencies in preparartion of teaching material for use with ICTs like LCD projectors, skills in analysis of marks using statistical packages like excel, teaching using the smartboard and advanced search methods for accessing information for teaching. 

Pupils in the school generally have computer skills they need to use computers for learning. This include wordprocessing, internet use and basic computer literacy. 

The use of CD-ROMs by students has made instruction easy especially for the GCSE students and hence improve their performance. Secondly, the preparation of the lesson planning process has become faster and well organized and has lead to improvement in teaching particularly ensuring that the syllabus is covered on time. 

The students enjoy the teaching more and hence motivated to learn. It has made teaching easier particularly in terms of searching and organizing the teaching materials. This has made the teaching/ learning process more motivating. 

It has made it easier to compare performance of the students over the years because it is easy to retrieve the stored information in ICT formats. It also becomes easy to demonstrate students' performance trends. Preparation of the exams is easier and exams are clearer.Therefore examination management has become more effective and efficient. 

The students at the primary level in the school do not use ICT to communicate with the teachers. This is because the use of ICT is still new and has not advanced to that level yet. the teachers also complain of heavy workload and would most likely not have the time to check emails andd reply to learners. I addition most of them do not also have sufficient skills to effectively communicate with learners.  

The teachers indicated that ICT helps them to reflect on their teaching. The example given was that the teacher can review the notes with ease and hence update them.When they also prepare lesson plans and marking schemes using ICT they are forced to think through the content better in terms of its logical flow and scope. 

Pupils reported that they were generally satisfied with the way they are taught using computers. They noted that computers had a positive impact on their learning. They made learning better by enhancing memory through well illustrated instructions. They also provided more information and made learning interesting.it has also improved their attitude and consequently understading of difficult subjects like mathematics and sciences. 

Teachers also reported that use of computers for teaching had generally improved teaching and learning in the school. They noted that the learning process had become more interesting. They, however, cautioned that performance of learners in examinations had not necessarily improved because of the use of computers in teaching. 

Pupils reported that they were generally satisfied with the way they are taught using computers. They noted that computer had a positive impact on their learning. They made learning better by enhancing memory through well illustrated instructions. They also provided more information and made learning interesting.  

Teachers also reported that use of computers for teaching had generally improved teaching and learning in the school. They noted that the learning process had become more interesting. They, however, cautioned that performance of learners in examinations had not necessarily improved because of the use of computers in teaching. 

Pupils reported that they were generally satisfied with the way they are taught using computers. They noted that computer had a positive impact on their learning. They made learning better by enhancing memory through well illustrated instructions. They also provided more information and made learning interesting.  

Pupils are sometimes required to present their class work in printed form or in soft electronic texts to be marked by teachers.  

The school has an ICT integration plan. However, the management could not provide it because it is confidential. 

The school did not provide the plan as it is confidential. 

The school, being private, does not provide access to ICT facilities to the community. 

The school is headed by a director below him the managing principal, the deputy managing principal, the school administrator, the school coordinator , the school deputy coordinator, subject teacher( Heads of Departments) and teachers. 

The manager has the following training in the use of ICT: 1. Teaching using ICT 2. MS WORD 3. MS ACCESS 4. Use of Internet 

The integration of ICT especially the use of the SMART BOARD has improved the learning process in the school. ICTs have the potential to increase access to learning opportunities. ICT is used in managing school functions such as finance, human resources, school fees and student records, communication with the school's publics, newsltters and supplies and purcahses. These has improved efficiency in management thus providing timely and proper services to all stakeholders.  

The manager has observed that due to the use of ICTs ,learning has become easier and enjoyable. This has enhanced performance and student interest in the learning process. This is especially so for subjects that learners consider difficult such as mathematics and sciences. Academic perfromance in these subjects show marked improvement since their integartion with ICT. 

The school employees are able to access information from the Internet and it has become easier for them to undertake courses while still working. This has enhanced their professional development because they can get more advanced qualifications. This has also enabled the employees to expand their knowledge and hence improve in their individual performance. 

The school manager can use the following softwares comfortably: - MS WORD - MS EXCEL - MS ACCESS - POWER POINT 

The following are the barriers identified by management: 1. The constant changes in ICT technologies, which forces the school to update its ICT products. Updating of technology is expensive to the school. 2. Computer viruses that corrupt the computer programs result in loss of data and frequent shutdown of the computers 3.Frequent power blackouts that interrupt teaching and learning sessions. 4.The teachers are not making maximum use of the ICT facilities e.g. The SMART BOARD provided by the school management. This is because they do not have sufficient ICT skills and some suffer from technophobia. 5. Time constraints due to the heavy work load in the 8-4-4 syllabus. This is because preparation of ICT based teaching materials takes a lot of time. 

The main success stories in ICT integration include: 1. The director of the school has a strong interest in integration of ICT in teaching and learning and participates in ICT related activities e.g. attending the three e- Learning Africa Conferences. 2. The school has been able to install Internet connectivity. All the computers in the school are networked. 3. The school has purchased the Smart Board for teaching purposes. All this has gone along way to improve the teaching and learning processes and helped the school to attract more students. 4. All teachers and managers in the school are in-serviced in ICT skills which enables them to integrate ICTs in teaching for example lesson planning and processing of results. This has improved the general performance of the school and its competitiveness. 5. Some learners have advanced computer skills compared to the teachers and this challenges the teachers to advance their computer skills. 6. The information from the Internet helps both the teachers and the learners to confirm the authenticity of the information in some of the school textbooks. 

The management has been able to install Internet , computer networking, and purchased a Smart Board. This has enabled the school to conduct research online, networking and improve the presenatation of lessons. The main result is that all this has improved the learning process in the school. The main impact of integrating ICT on the development of African course content is that it makes sharing of information easy and the content can be provided online to many learners.  

The school does not have learners with special needs. 

Educators reported that first language did not present a barrier to them in using computers. This is because English is the language of instruction in Kenyan schools from an early age. 

Parents concurred with educators and pupils that the first language did not present a barrier in using computers. This is because English is the language of instruction in Kenyan schools from an early age.