ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-04-08
2.1.2 Percentage of computers connected to the Internet	80.65 % (25 / 31)  2008-03-11

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-04-08
2.2.2 Types of connection and bandwidth	The school has a VSAT Internet connectivity (32kbps).  2008-09-05
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	25  2008-04-08

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	23  2008-04-08
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	31  2008-04-08
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	31  2008-04-08
2.3.4 Ratio of educators to computers	0.74 (23 / 31) educator(s) per computer  2008-04-08

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	350  2008-04-08
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	26  2008-04-08
2.4.3 Ratio of learners to computers	13.46 (350 / 26) student(s) per computer  2008-03-11

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.	Yes  2008-04-08
2.5.2 Description of the professional duties of the ICT advisor/technician "Description of the principal professional duties of the ICT advisor/technician." Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans.	The school has a computer technician whose main duties include: 1. repairing the computers 2. maintaining the computers 3. maintaining the networks   2008-04-08

2.6 The types of software applications used in educational institutions

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

The main software used in the school are: 1. MS office 2. MS open office 3. MS power point 4. MS Excel 5. Encarta  2008-04-08

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	0.0  2008-03-11

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	0.0  2008-03-11

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

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-04-08
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-04-08
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	Data not available  2010-07-27
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	Data not available  2010-07-27
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	Data not available  2010-07-27
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	Data not available  2010-07-27
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2008-03-11

3.12 The rank of teacher-training institutions, by ICT-integration

3.12.1 ICT-integration index score	Data not available  2008-03-11

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	18.0  2008-09-05
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	18.0  2008-03-11
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	18.0  2008-12-11
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (18 / 18)  2008-09-05

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	0.0  2008-03-11
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	0.0  2008-03-11
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	0.0  2008-03-11
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (0 / 0)  2008-03-11

4.3 The types of ICT use by educators

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

The following are the types of ICT use by the educators: 1. power point presentations 2. web resources, for instance, nformation search in the WWW. 3. MS excel for analyzing student's performance in academic work 4. MS word for preparing lesson notes and lesson plans 5. MS word for preparing the school time -table  2008-12-11

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

Data not available  2008-03-11

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	The following are the types of ICT use by learners: 1.Teachers give certain assignments that require the learners to search for inforamation in the internet. The school has several computers in the library that are dedicated to internet resources. 2.The computers also have the encyclopedia Encarta from which they get information. 3.Used in chemistry by the teachers to show them how things work precisely. 4.Used by the other science teachers by use of cyber-school 5.They do not use the computers in communicating with the teachers.   2008-12-11
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2008-03-11
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	9 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.) 8/9 girls said that they accessed computers at home, while 7/9 reported about the school as the point of access.. only 3/9 said he accessed the 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 (3 times a week), over lunch time, break time and prep time (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; All the girls said that home was the most convenient point. This was because of • There was more time, , • no interruptions and • there was more privacy (d) How do you use computers for learning purposes? The girls gave the following ways in which they use computers for learning purposes: • Google for academic information (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. SCHOOL • viruses • Ltd time • Eye problems • Computer hanging Slow internet HOME: • Power failure • viruses INTERNET CAFES • Low internet speed • It is costly (f) Where do you get access to Internet for learning purposes? For learning purposes 8out of the 9 girls reported that they accessed internet at home during the weekends and over the holidays. (g) When do you get access to Internet for learning purposes? They access in school during computer lessons (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: • They don’t have to pay as the parents pay • 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 • 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.   2010-07-27
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	16 boys were involved in this discussion. Indicator 4.4. 4. male 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 16 students said that they accessed computers in the school and at home. However 15/16 boyS said he accessed the 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 (3 times a week), over lunch time, break time and prep time (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; All the boys said that home was the most convenient point. This was because of • the unlimited access, • were more comfortable, • no interruptions and • there was more privacy (d) How do you use computers for learning purposes? The boys gave the following ways in which they use computers for learning purposes: • Google for information for all their subjects • There are games which assist in critical thinking • One can type assignments • Get useful information on topical issues like starting a fire. (e) Are there challenges/ problems/ hindrances you face as boys 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: • Power failure • viruses SCHOOL • viruses • Ltd time • Eye problems • Computer hanging • Slow internet INTERNET CAFES • Congestions • Low internet speed • Its expensive (f) Where do you get access to Internet for learning purposes? For learning purposes 14 out of the 16 boys reported that they accessed internet in at home during the weekends and over the holidays.2 boys said they did so at school. (g) When do you get access to Internet for learning purposes? They access in school. (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 • Write emails to students in other schools. (j) Are there challenges/problems/hindrances you face as boys as far as accessing Internet for learning purposes is concerned? They did not report any problem.   2010-07-27
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Indicator 4.4.5 female learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? 7/9 have heard about facebook • MySpace? 4/9 have heard about myspace • Twitter? 6/9boys have heard about it • Hi-5 none • MSN none • Yahoo-chat all have heard about it • You-tube all have heard about it • Free card none of the girls • Mig 33 none • Snap 2 none (b) Have you ever used any of the following: • Facebook?- 1/9 uses it • MySpace? none • Twitter? none • Free card none • Afros meet none • Hi-5 None • MSN none • Yahoo-chat none • Gmail 1/9 • Prodigit none • You-tube none • Snap 2 none • Mig 33 3/9 • moco space 3/9 (c) For those who have used any of the above, explain how you have used it All the girls said that most of the networks were for socialization. (d) Which of the above mentioned is convenient for learning purposes? Why? Facebook was the most convenient for learning because It is known by many people (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: • Teachers discourage and block them • It is addictive. • One gets strangers asking for friendship.   2010-07-27
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Indicator 4.4.6 male learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? 9/16 have heard about facebook • MySpace? 12/116 have heard about myspace • Twitter? 15/16 boys have heard about it • Hi-5 none • MSN 2 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 • Mig 33 2/16 • Snap 2 1/16 (b) Have you ever used any of the following: • Facebook?- 1/16 boy use the face book • MySpace? 11/16 use it • Twitter? 5/16 • Free card none • Afros meet none • Hi-5 None • MSN none • Yahoo-chat 2 boys • Gmail none • Prodigit none • You-tube none • Snap 2 1/16 (c) For those who have used any of the above, explain how you have used it Most of the boys agreed that it was for social purposes However a few reported that they are also used for academic purposes such as • Asking homeworks from friends • Asking what you have found so far • Create and send poems • Form study groups • Explore individual talents (d) Which of the above mentioned is convenient for learning purposes? Why? All the 16 boys agreed that facebook was the most convenient for learning because It is known by many people (e) Are there challenges/ problems/ hindrances you face as boys 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 boys in using the social networks: • Many parents dislike it • Hackers can block it • Teachers discourage and block them • It is addictive. • There are sometimes strangers who want to chat with you and can fall in their traps.   2010-07-27

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	15  2008-04-08
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	5  2008-04-08
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	The following are the courses taught using ICT in the school: 1. Maths:- cyber schools in maths 2. Biology, physics: the teachers normally take the students to the computer laboratories for power point presentations and demonstrations.   2008-04-27
4.5.4 The percentage of courses taught using ICT	33.33 % (5 / 15)  2008-03-11

4.6 The factors supporting the use of ICT by educators

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

The teacher indicated the following factors as favoring integration: 1.There is a cyber-school. 2.The performance of students in sciences has improved and this has motivated the teachers. 3.Students attitudes in the sciences has changed because the computers have demystified the science concepts. 4.Teachers are forced by circumstance to type their own exams which has forced them to learn computers. 5.The computers are connected to the internet which makes it easier for the teachers to refer students in the same.   2008-11-04

4.7 The challenges to the use of ICT by educators

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

The following are the challenges the teachers face: 1.When students are given work, they copy from each other. 2.The speed of the internet is so slow which discourages one to use. 3.Although the cyber-school is there, it does not have everything, one has to provide much more. 4.The software is lacking in teaching, and one has to provide for himself eg CDs 5The computers are also not enough for all students and therefore a challenge when teaching. 6.Downloading of information in sometimes blocked. 7.In teaching one has to do a lot of supervising otherwise the students engage themselves in other things such as movies, pornographic materials etc. 8.Viruses are also a big challenge 9.The teachers lack computer skills and have no time to learn because they teach even over the holidays. 10.Power failure is sometimes a challenge especially when one has not saved his work. 11.The school does not have many UPSs and therefore the teachers keep on losing their work. 12.The computers are also not networked and therefore can not effectively use them while teaching. When a computer crashes as it did once, a lot of information is lost. 13.The management is also a big problem, when one requests for something, it is not facilitated like when one asks for flash disks. 14.The computer lab has no whiteboard and are therefore forced to use the physics lab.   2008-11-04

4.8 The factors supporting the use of ICT by learners

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

The following are the factors that support ICT use by learners: 1.students commended that the computers make learning fun and able to understand more concepts. 2.They search more information in the internet because the computers are connected   2008-11-04

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees.

The following are the factors that are challenges to ICT use by learners: 1.The students lamented that if one does not take computer option then he/she has no access to the computers. 3.The teachers assume that all students come with prior knowledge of the computers which is not true. 4.Power black outs. They loose important information,because the computers do not have UPS back-up and no generator in the school.   2008-11-04

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

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.	The following are the competence the teachers indicated they need for effective integration of ICTs in teaching: 1.Not all teachers are computer literate and they have no time to train Therefore they need to be trained in basic computer literacy skills. 2.The school does not provide storage devices. 3.They will require typing skills   2008-11-04

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

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	The students reported that they would need to learn more computer skills because the teachers assume they already have them. Again they wish that even the ones that don’t take computer options would be taught and given access to the computers   2008-11-04

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

Publications (2011-05-13) Research and publications (2011-05-15)   2011-05-15

4.12.2 Number of ICT in education-related research publications

2  2008-03-11

4.13 Pioneering initiatives in ICT in education

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

Pioneering Initiatives in ICT in education (2011-05-15)   2011-05-15

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	0.0  2008-03-11

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	The teacher is able to do Internet search for preparing the lesson plan. The teacher is able to access information faster. It is also possible for the teachers to store, retrieve the information. This has helped in improving the quality of teaching in the school.  2008-04-08
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	The following is the impact of ICT on in-class teaching: 1.information search from the Internet that enables the teacher to get more teaching materials 2. The analysis of students' marks on the worksheets has become easy and therefore the teacher can see the performance trends and undertake the necessary remedial actions. 3. It has enabled the teacher to have confidence in lesson delivery because a teacher can get information from many authors (sources) 4.The teacher is able to read what other have done in the same area and hence improve on his/her classroom teaching.  2008-09-05
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	The following is the impact of the use of ICT on the evaluation methods 1. It has enabled the teacher in preparing student exam result analyzing, grading the students' marks and ranking them. One can easily see the trends and give recommendations of the decisions to be taken. 2. The teacher is able to present the student's exam results graphically using charts 3. The teacher is able to type exams, print and store them for future reference. All this has improved the evaluation processes.  2008-09-05
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	The teachers indicated that ICT has helped improve communication between them and the students. This is more effective during school holidays when the students can do their assignments and send them to the teachers by e-mails. Likewise, the teacher can send back answers to the students using e-mail.   2008-09-05
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	The teachers affirmed that the use of ICT helps them to reflect on their teaching. This happens if a teacher has to prepare the teaching materials in advance. This enables the teacher to think in advance and improve on the teaching.  2008-09-05

6.1 The impact of ICT on learning (in general)

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

Teachers use computers in teaching One student observed that computers reduce monotony in learning. It also saves time in that the teacher don’t take time in writing and explaining because the videos are interactive. Its also easier to get information. Its also possible to get updated information. The students also observed that computer teaching has more impact on retention when used in learning. Its also more fun as compared to normal learning.   2008-11-04

6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) "Please describe, in general, the impact that ICT has had on students’ learning." Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews.

The following is the impact of ICT on learners as indicated by the teachers: 1.Use of computers enhances learning of subjects such as English because of spell check for example, the teacher tells the students to get background information from the internet for texts. 2.Demonstrations are interesting. 3.The cyber-school bring the reality in the classroom e.g 4-dimensional models. 4.The use of computers have also opened the students up. E.g. when they were assisted to have e-mail addresses they started communicating with others even out of the country. 5.The encyclopedia Encarta has also been a great source of information 6.The teacher also projects exams on the board which saves time. 7.Science teachers use the cyber-school to teach science subjects   2008-11-04

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) "What has been the impact of ICT on your access to knowledge/information?" Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum.

Because of the internet facilities they are able to get more information for teaching. This has improve their teaching because they have more and varied sources of information. At the same time, this helps them to keep updated .   2008-11-04

6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge (150 words) "Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?" Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews.

The teacher is able to access more information from academic journals like the " emerald". The information is updated and later the teacher can download and distribute it to the students in soft copy because all students have access to computers. All this has improved in knowledge access to both teachers and students. This is translated in students improved performance .  2008-04-08

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) "How has ICT helped you in producing documentation related to learning - written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion.

Students are not given assignments to do using the computers . However, the school has installed the CISCO networking and also the cyber-school software for the learners.The school has allocated time for the students to access the information in the cyber-school software.   2008-03-11

6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning - written assignments etc? (Please attach copies or descriptions of documents if possible - how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based.

The teacher is able to download teaching materials and produce teaching aids. Teaching aid helps to improve teaching and learning processes.  2008-03-11

7.1 The number of institutions with ICT integration plans

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

Yes  2008-04-08

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

The school has produced a draft policy and an integration plan which has been forwarded to the school management. However, the school teachers have not received a response as yet.  2008-03-11

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

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

No  2008-03-11

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

Currently the school does not have an ICT maintenance strategy . However, the school is in the process of developing one soon.  2008-03-11

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

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

Yes  2008-04-08

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

The school allows other students and memebers of the public to access their computers for use at a fee. They offer training through a partnership with CISCO company has premises within the school with 13 computers.   2008-12-11

7.4 The number of managers (in education institutions) trained to use ICT

7.4.1 Number of managers	9  2008-12-11
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	The school has a Principal at the top, who is deputized by a Deputy Principal, below them is the Heads of Departments and then teachers.  2008-09-05
7.4.3 Number of managers trained to use ICT	9  2008-12-11
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	The managers have received training in: 1. Introduction to computers 2. MS word 3. lotus 4. MS power point 5. Internet 6. Expo windows. The science teachers have recieved special training through SSEMASE, an organization of secondary school science and mathematucs teachers. The training includes the use of ICT to support laboratory experiments and simulations for mathematics. The school has also invested in CYBERSCHOOL, a computer software used to teach sciences. The training for this is provided by the supplier of the software.  2008-12-11
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (9 / 9)  2008-12-11
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	4  2008-04-08
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	5  2008-04-08
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	4  2008-11-04
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	5  2008-11-04
7.4.10 Percentage of female managers in the institution	44.44 % (4 / 9)  2008-12-11
7.4.11 Percentage of male managers in the institution	55.56 % (5 / 9)  2008-12-11
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (4 / 4)  2008-04-08
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (5 / 5)  2008-03-11

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.

The use of ICTs has improved the management of information in the school. Due to the development of the school database system, it is now easy to store and retrieve information. This has enhanced the efficiency and effectiveness in the management of the data unlike before when all data was in files and it was difficult to retrieve information when need. This has positively impacted on the space management because the school now requires less space to store information.  2008-12-11

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

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

The use of ICT simplifies and makes the lessons very interesting. Students are able to grasp a lot of information. However, it is time consuming and sometimes difficult to cover the school syllabus. Although ICT has had positive impact in demonstration of abstract concepts in science practicals like in Chemistry and Biology, it is too early to measure its overall impact on performance in KCSE (0' Level) examinations because ICT use is too recent.   2008-12-11

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.	The school encourages teachers to develop ICT skills. For example, the purchase of the CYBERSCHOOL software for teaching sciences and mathematics is acompanied by intensive training for the concerned teachers thus enhancing teaching in the school. The SSEMASE project has also improved the professional development of science teachers.  2008-12-11

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	4  2008-06-17
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	All managers and teachers in the school are required to have basic computer skill to work in the school. The skills required include: 1. Word processing 2. Internet browsing 3. Spreadsheets .  2008-06-17
7.8.3 Percentage of managers with email addresses	44.44 % (4 / 9)  2008-12-11

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.

The main barriers hindering the achievement of the institution's ICT- related goals for learners include: 1. Time to prepare the teaching materials using ICTs is constrained by the need to cover the syllabus for National Examinations. 2. The teachers are required to prepare their teaching materials using the computer. This Increases their workload. 3. The movement from the classrooms to the laboratory creates logistical problems and waste of learning time. 4. The frequent power blackouts, which interrupts learning and teaching. 5. Computer viruses that corrupt computer programs and databases.  2008-06-11

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

The main success stories include the following: 1.That the school has a website and email address. 2. The school has sufficient number of computers (a ratio of 1:12), which is relatively high. 3.Being part of an International network sponsored by the Aga Khan Foundation, the school has access to learning and teaching resources. This has enhanced the use of ICT and improved the school's performance. 4.To teach in the school, a teacher must have computer literacy. This policy ensures that teacher Integrate ICTs in teaching and learning. Secondly there is a general positive attitude toward the use of ICT. 5. The teaching and learning of all subjects (sciences, mathematics and social sciences, including games and careers) has been integrated with ICT, for example, cyber schools in mathematics, ENCARTA ENCYCLOPEDIA, power point for presentation.  2008-09-05

9.1 The number of female learners who have access to computers

9.1.1 Number of male learners in institution "Number of male students." Indicate the number of male students in the institution.	250  2008-04-27
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	250  2008-04-27
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	100  2008-04-27
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	100  2008-04-27
9.1.5 Percentage of male learners who have access to computers	100.00 % (250 / 250)  2008-03-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (100 / 100)  2008-03-11

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers "Number of male educators." Indicate the number of male teachers in the institution.	11  2008-04-27
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	11  2008-04-27
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	12  2008-04-27
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	12  2008-04-27
9.2.5 Percentage of male teachers who have access to computers	100.00 % (11 / 11)  2008-06-17
9.2.6 Percentage of female teachers who have access to computers	100.00 % (12 / 12)  2008-06-17

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

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

The manager does not have any idea of the development of African course content.  2008-04-27

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	0  2008-03-11
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	0  2008-03-11
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	The school does not have "special needs" students  2008-12-11
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2008-03-11

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

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

Being an urban school the first language of the students is either English or Kiswahili and ideally they should not have a problem as computer language is English. However, 'Sheng' a language that is used mainly in urban areas and which is a mix of many languages sometimes interferes with their use of computers. Sheng developed like the West African Pidgin English. English as a media of instruction has solved many problems for the interference is corrected by the computer spell checker and grammar tools. Language, therefore, is not an issue as English is used as a language of instruction in all schools   2008-12-11

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

According to the parents, English is used to teach the school curriculum, in all official communication and ICT softwares and programmes are in English. The school is also cosmopolitan and the learners use English among themselves. As such, there is no conflict between first language and ICT in education.   2008-12-11