ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-03-13
2.1.2 Percentage of computers connected to the Internet	2.00 % (1 / 50)  2008-03-25

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-03-13
2.2.2 Types of connection and bandwidth	The school has dial up connection using wireless connectivity modem. The maximum speed is 1024kb per second on a stand alone PC.   2008-03-13
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.	1  2008-03-13

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	40  2008-03-13
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	50  2008-03-13
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.)	5  2008-03-13
2.3.4 Ratio of educators to computers	8.00 (40 / 5) educator(s) per computer  2008-03-13

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1500  2008-03-13
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.)	40  2008-03-13
2.4.3 Ratio of learners to computers	37.50 (1500 / 40) student(s) per computer  2008-03-13

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  2008-03-13
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 an ICT technician whose duties are to: 1) service the computer equipment 2) Repair the computers that have broken down 3) Order computer components and consumables as need arises 4) Ensure the safety of both the machines and the users 5) advice management on new technological developments in ICT that require adjustment in the schools computer laboratory.   2008-03-13

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 types of software used in the school are: 1) Microsoft office package 2) Microsoft publisher 3) Adobe pagemaker 4) Encarta encyclopedia 5) Netcen School solutions (timetabler)  2008-03-13

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	0.0  2008-03-13

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	0.0  2008-03-13

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	6  2008-03-13
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	2  2008-03-25
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	15.00 % (6 / 40)  2008-03-13
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	5.00 % (2 / 40)  2008-03-25
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.	2  2008-03-13
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	4  2008-03-13
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	0  2008-03-13
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.	2  2008-03-13
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	6.45 % (2 / 31)  2008-03-25
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	44.44 % (4 / 9)  2008-12-11
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 31)  2008-03-13
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	22.22 % (2 / 9)  2008-12-11

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

3.12.1 ICT-integration index score	Data not available  2008-03-13

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)	10.0  2008-03-25
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.)	10.0  2008-12-11
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.)	10.0  2008-12-11
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (10 / 10)  2008-03-25

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)	1.0  2008-03-25
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.	1.0  2008-09-05
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.	1.0  2008-09-05
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2008-03-25

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.

Teachers indicated they use the following types of ICT in teaching: (a)MS Office mainly for wring class notes MS publisher (b) Adobe Pagemaker (c)Encarta Encyclopedia is used to search for new kowledge particularly the new concepts. ( d) NetCen School Solution (Timetabler) for preparing time table and their own class time tables   2010-09-19

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  2008-03-13

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	Learners in this school use ICT in the following ways: 1. Use the computer to save documents 2. To get more information 3. Make work easier e.g. if one types, the computer can arrange for him 4. Can type assignments and display to the teacher. 5. They have e-mails and use them to communicate with people outside the country like pen pals 6. Explore the world through the internet 7. Listen to music and also make some music. 8. Remind oneself what they have learnt from school   2008-09-05
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  2008-03-13
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The discussion group comprised of 10 class 7 boarding girls. 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) all the 10 girls said that they accessed computers both at home and the school. Interestingly, none of the girls accessed internet from the cyber cafes.Some said that their parents did not allow them to visit the cyber cafe due to the fear of molestation or abuse. (b) When do you get access to computers for learning purposes? (Probe: home, school, internet cafes, etc.) The pupils reported that the school computers were accessible only on during the lesson time and accessibility at home is only over the holidays. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; The 10 girls reported that home was the best point of access because there are no restrictions at home compared to school. (d) How do you use computers for learning purposes? • Use of the Microsoft Encarta from which they research • 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: • Viruses that sometimes rub everything done • Power blackouts SCHOOL • Restriction one cannot access even if one had free time • Congestion • Limited time • Lack of internet (f) Where do you get access to Internet for learning purposes? For learning purposes 2/10 girls reported that they accessed at home. (g) When do you get access to Internet for learning purposes? Accessibility at home is only over the holidays. (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 to the internet since the school was not connected. Also because of unrestricted use. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Search for information for all their subjects (j) Are there challenges/problems/hindrances you face as girls as far as accessing Internet for learning purposes is concerned? • Girls who had brothers were always allowed to use computers after their brothers • Not allowed to the cyber by the parents for fear of accessing sites that parents do not approve of.   2010-09-19
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.	Nine (9) boys were involved in this discussion. 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) All the 9 students said that they accessed computers in the school and at home. However 5/9 boys said they 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 (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, (d) How do you use computers for learning purposes? The boys gave the following ways in which they use computers for learning purposes: • Search for information for all their subjects • Playing games • Get useful information on topical issues taught in class (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 • Limited time and controlled use of computers INTERNET CAFES • Congestions • Low internet speed • Cost (f) Where do you get access to Internet for learning purposes? For learning purposes 2/7 boys reported that they accessed internet in at home during the weekends and over the holidays. (g) When do you get access to Internet for learning purposes? They access at home. (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. • Comfortable • No restrictions (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Search 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? • Cost for use at the cyber cafes • Restrictions- blocked sites   2010-09-19
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?	participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? - All the 10 girls have heard about facebook • MySpace? - 1/10 girls have heard about myspace • Twitter?, Hi-5, MSN, Yahoo-messenger - None of the girls have ever heard about it (b) Have you ever used any of the following: • Facebook?- • MySpace? • Twitter? • Hi-5 • MSN • Yahoo-messenger • You-tube (c) For those who have used any of the above, explain how you have used it All the girls agreed that facebook was for socializing only. One girl reported that if one pose an academic question in the facebook she is made fun off by the others. An A muslim girl reported that she also uses the facebook to get information from her Islamic groups. They said that they used myspace to get new videos while twitter is being used for socializing. Yahoo messenger was purposely used for chatting online while u-tube was used for getting new videos. (d) Which of the above mentioned is convenient for learning purposes? Why? 12/17 girls agreed that facebook was the most convenient for learning because of the following reasons: • It is known by many people • It is cheaper than u-tube • Faster than others/ (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: • Ridiculed in case they ask a non-social question • It is addictive. A girl reported that she can stay on the facebook for ever • Costly • There are sometimes imposters who want to chat with you and can fall in their traps.   2010-09-19
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? 9/9 boys • MySpace? 4/9 boys • Twitter? 4/9 boys • Hi-5 1/9 boys • MSN 2 boys • Yahoo-chat 3/9 boys • You-tube all have heard about it • Free card none of the boys • Mig 33 none • Snap 2 none (b) Have you ever used any of the following: • Facebook?- 2/9 boys use the face book • MySpace? none • Twitter? none • Free card none • Afros meet none • Hi-5 None • MSN none • Yahoo-chat 2/9 boys • Gmail none • Prodigit none • You-tube none • Snap 2 none (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 • Ask academic questions from the peers • Exchange exam questions (d) Which of the above mentioned is convenient for learning purposes? Why? All the 9 boys agreed that facebook was the most convenient for learning because of its popularlity (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: • Guardians/parents dislike it • It is addictive. • There are sometimes strangers who want to chat with you and can fall in their traps.   2010-09-19

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.	6  2008-03-13
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).	6  2008-03-13
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).	1) Mathematics 2) English 3) Kiswahili 4) Science 5) SSTR 6) ICT  2008-03-13
4.5.4 The percentage of courses taught using ICT	100.00 % (6 / 6)  2008-03-13

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 factors that favour the integration of computers in teaching included: availability of a computer laboratory with 50 PCs; availability of computer technician/teacher; availability of learning materials installed from CDs and a supportive school administration.The computers had been supplied by an organization called ‘Computer for Schools in Kenya’ (CfSK) on friendly terms and they also maintain them at a small fee per year.   2008-12-11

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.

At the moment there are many challenges that teachers face concerning integration of computers in their teaching. One is lack of computer skills. Another is lack of easy access from their working desks in the staffroom. The school also lacks accessories like LCD projectors and portable computers. There is also the problem of lack of connectivity to the internet even for the computers in the laboratory. Only the school head and her deputy are connected to the internet. Teachers also complained of lack of time to learn and use ICTs due to a congested school curriculum.  2008-12-11

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 use of computers for learning was supported by the following factors: availability of 50 PCs, a spacious and well organized computer laboratory, a computer technician/teacher and software resources such as Encarta Encyclopedia. The pupils are also allowed to use the computers during their breaks and whenever they are free.  2008-12-11

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.

Problems or challenges they have experienced – one student suggested that he would be happier if the teacher gets more information from the internet rather that relying on the textbooks only. Another was unhappy that their computers were not connected to the internet. Challenges which learners faced in the use of computers also included frequent power interruptions, virus attacks, loss of saved materials due to sharing of PCs and lack of internet connectivity.  2008-09-05

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.

Teachers reported that they could use computers for teaching if they could be given the requisite training in computer skills through certified training. They specified further that such training should be provided during school holidays when they could have time to attend. Otherwise they felt that they were teaching too many lessons to take any additional work like part-time computer training during the normal school term.  2008-12-11

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

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	Learners indicated: -skills in keyboard manipulation, mouse and general basic softwares like MS word, MS Excel and Corel draw. hey   2008-12-11

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).

Research and publications (2011-05-14)   2011-05-14

4.12.2 Number of ICT in education-related research publications

1  2008-03-25

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	Data not available  2008-03-13

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 impact of ICT use in lesson planning is that : 1) improved the formatting, editing, storing and retrieval of information 2) Enabled teaching notes to be keyed in, stored and retrieved for future use. In short it has made the whole process of planning and delivering content efficient and effective for the educators.  2008-03-14
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 impact of ICT on in-class teaching includes: 1)Improved grammar and spelling through the use of the in-built dictionary and thesaurus 2) Clarified concepts in the sciences and mathematics through the use of the in built Encyclopedia  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 impact on evaluation methods includes: 1) Tabulating students grades using excel packages 2) Generating mark lists and ranking learners 3)Calculating means, modes, medians and standard deviations to describe students performance in examinations. 4) Generating tables and graphs that show trends over a time period. The data generated using ICT is displayed on noticeboards for parents and the public in general. It is used as a marketing tool especially where the school is generally performing well. It also serves as a way of improving the schools public image as it reflects use of modern technology.   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 impact of ICT on the educator-learner communication is: students are encouraged to hand in typed assignments as a way of developing their skills in the use of the keyboard, basic editing and formatting. It is mostly used in letter writing and English compositions.   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.	ICT helps the educator to reflect on their teaching by looking up educational sites in the internet and using them as a benchmark or global parameters to stay up to date.   2008-03-14

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.

Computers help them learn other subjects for example in composition one can spell check, check facts from the Encarta though the school doesn’t have it. One can also get general knowledge from the encyclopedia. Pupils reported that they learned better and obtained more reading materials when using computers. They also reported having longer concentration spans when using computers as they were also able to see better illustrations that they could remember for longer.   2008-09-05

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 computer studies teacher reported that pupils were highly motivated to learn when using computers. Pupils accessed a lot of learning materials from the CDs that had been installed in the server computer. The resources included ENCARTA references, dictionary and kids. Pupils also used the computers to learn typing, letter writing and art. However, they are not yet required to present their written materials to teachers in printed form. Computers enhanced the learning of Enlish language because of in built tools like the spell checker, Grammar and thesaurus.  2008-12-11

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.

Pupils reported that they learned better and obtained more reading materials when using computers. They also reported having longer concentration spans when using computers as they were also able to see better illustrations that they could remember for longer. Knowledge is accessed from the installed CDs such as the Encarta Encyclopedia.  2008-12-11

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 computer studies teacher reported that pupils were highly motivated to learn when using computers. Pupils accessed a lot of learning materials from the CDs that had been installed in the server computer. The resources included ENCARTA references, dictionary and kids. Pupils also used the computers to learn typing, letter writing and art. However, they are not yet required to present their written materials to teachers in printed form.  2008-12-11

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.

Learners are not yet required to present their work in printed form. Most of the work is done, saved and retrieved only in the soft form.  2008-03-13

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.

Teachers stated that although the learners type some of their work such as letters, compositions and drawings, they cannot print them as the facilities for doing so are limited. Most of the work is done, saved and retrieved only in the soft form.  2008-03-13

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  2008-03-25

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 manager was not willing to share the contents of the plan.  2008-03-13

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

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

Yes  2008-03-25

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.

The school has a standing three year agreement with Computers For Schools, Kenya(CFSK). This is a government intervention to equip schools all over the country with refurbished computers and to maintain them.  2008-03-13

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.

No  2008-03-13

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 does not provide access to its ICT infrastructure to the community.This is because the school has only 50 computers with a school population of 1500 hence not adequate to provide to outsiders.  2008-12-11

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

7.4.1 Number of managers	2  2008-03-25
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 the following managers: 1)The school principal 2)Two deputy principals ( one male, one female) 3)The school Bursar (non-teaching) 4)Heads of departments 5) Class masters/mistress  2008-03-25
7.4.3 Number of managers trained to use ICT	2  2008-03-25
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 the following areas: Windows 98, 2000 and XP; safe use and care of computers; Microsoft word, excel, Power-point, access, and publisher/Adobe Page-maker. Some have also training in hardware maintenance.  2008-09-05
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (2 / 2)  2008-03-25
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.	1  2008-06-17
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	1  2008-06-17
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.	1  2008-06-17
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2008-06-17
7.4.10 Percentage of female managers in the institution	50.00 % (1 / 2)  2008-03-25
7.4.11 Percentage of male managers in the institution	50.00 % (1 / 2)  2008-03-25
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (1 / 1)  2008-03-25
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (1 / 1)  2008-03-25

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 impact of ICT on educational management practices were stated as: 1) Neat and enhanced presentation of correspondence such as newsletters, office memos and circulars 2) Improved language with less spelling mistakes and grammatical errors due to the use of the inbuilt dictionary and thesaurus in the computer. 3) Efficiency in terms of time it takes to reply letters, generate and retrieve information.   2008-04-27

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 impact of ICT on the curriculum taught is felt more in computer skills where the learners are taught computer literacy. In other subjects, learners are sometimes given assignemnts by subject teachers where they serach for information and report back in class. This has a big impact on the curriculum.  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 impact of ICT on continuing education and professional development programmes for employees has been: 1)Improved their efficiency and effectiveness in teaching and learning 2)Enhanced accountability due to accuracy and transparency especially in communication and other areas of management 3)Tight monitoring and of information due to use of computer security systems on data management.  2008-03-25

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.	2  2008-12-11
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	The school managers have basic computer skills such as: windows 98, 2000 and XP; Microsoft word, Excell, Access, Power-point and Adobe Publisher.  2008-09-05
7.8.3 Percentage of managers with email addresses	100.00 % (2 / 2)  2008-03-25

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.

Barriers hindering the achievement of the school's ICT goals are: 1) Lack of a unified ICT curriculum by the Ministry of education. Kenya Institute of Education has not yet developed an ICT curriculum specifically for primary schools. The schools develop their own curriculum, which may not be up to standard. 2) Lack of government employed professionally qualified teachers trained in ICT. The school therefore hires the teacher and this has constrained the school finances. The parents have to pay more fees to cater for this expense. 3) Lack of suitable ICT textbooks and reference materials for primary schools. This is because the Ministry of education has not yet developed the primary schools ICT curriculum. 4) The frequent power blackouts interrupt the teaching and learning process and the school does not have a power backup. 5) Though the school has 50 functional computers, they do not have UPS power back ups. This causes work in progress to be lost. 6) The computer viruses are major problem. They corrupt the computer systems/ operations.  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 in ICT integration are: 1.The school has been able to purchase 50 computers that are all functional. They have been assisted by the Computers For Schools, Kenya (CFSK). The school has a contractual arrangement with CFSK for maintenance of the computers. This has helped to maintain the computers in functional conditions and to deal with viruses, which is a big problem in most schools. 2. The school has an Internet connectivity (dial-up wireless) that enables the teachers and management to access information. 3. The school management (principal and Board of Governors) supports the use of ICTs by encouraging the teachers to learn and to use them in their teaching for example setting examinations and lesson planning. The management also sponsors the teacher for basic ICT skills. This has encouraged the teachers to use ICT in teaching. 4.The school normally purchases and installs learning content in CDs such as ENCARTA ENCYCLOPEDIA and other software. This has enhanced the learning and teaching processes eventually the performance. 5. The use of the computers in teaching and learning is shaping the careers of the pupils. Some pupils stated that they plan to take computer science as a career after studies. 6. The learners reported that they enjoy learning using the computers because they can access more knowledge and they also find it fun. 7. The Board of Governors has employed an ICT teacher because they recognize the importance of ICT.   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.	750  2008-03-25
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.	750  2008-03-25
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	750  2008-03-25
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.	750  2008-03-25
9.1.5 Percentage of male learners who have access to computers	100.00 % (750 / 750)  2008-03-13
9.1.6 Percentage of female learners who have access to computers	100.00 % (750 / 750)  2008-03-13

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.	9  2008-03-25
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.	9  2008-03-25
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	31  2008-03-25
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.	31  2008-03-25
9.2.5 Percentage of male teachers who have access to computers	100.00 % (9 / 9)  2008-12-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (31 / 31)  2008-03-13

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.

Factual information available in the virtual library has been extensively shared in the Web and learning has become more concrete and realistic in the African course content.  2008-03-25

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.	1  2008-03-25
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.	1  2008-03-25
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.	learners with special needs have access to ICT through the use of user friendly gadgets such as keyboards, joy sticks, mouse and light pens. These have been specifically designed to suit such learners.  2008-03-25
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (1 / 1)  2008-03-25

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.

It was also reported that first language did not present any barrier to the use of computers for learning by the pupils.This is because English which is also the ICT language is the medium of instruction in Kenyan schools from an early age.  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.

Parents and other members of the community agreed with the teachers that the first language did not present any barrier to the use of computers for learning by the pupils.This is because English which is also the ICT language is the medium of instruction in Kenyan schools from an early age.  2008-12-11