ObservatoryICT

The school is connected to the Internet. However, the connectivity is not functioning. The connectivity is a dial-up type. 

The ICT advisor services and maintains the computers. He carries out minor repairs, both on hardware and software. 

The common software used are: Windows XP, 2000 and 98. 

Teachers in the school with skills used computers to enter and process marks and to access information from the internet at cyber cafes. The teacher of computer skills teaches students how to use programmes like MS word, MS excel, power point and MS office. He also teaches students how to use the glossary for resources and other learning materials installed from CDs.  

The school offers computer studies as an examinable subject and a number of students take it as an optional subject. It is mainly the students of computer studies that use computers in the school in their studies. Other students also use the computers to access stored information for their studies as well as to word-process their private work. Students of computer studies learn how to operate the machines, programmes and packages. Sometimes they work on projects like computerising the operations of institutions such as a hospital. They also work on projects of the Science Congress competition which takes place annually.  

St. Joseph's Githunguri is a boys only school and therefore there is no data on female learner's ppoints of access to computers. However, the female teachers reported that they access internet in the cyber cafes because the school computers were not connected, and this was mostly over the weekends when they have more time.  

15 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 15 students said that they accessed computers in the school. 9/15 boys however reported that they also access computers from the cyber cafes. 12/15 reported that they accessed computers from home. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc.) To respond to this question, the students reported that the school computers were accessible only during the lessons and only from lunch break onwards. Accessibility at home is only over the holidays.. Visits to the cyber cafes are also done over the holiday. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; 9/15 boys reported that home was the best point of access. None of the boys mentioned school nor home as the best points of access.. Asked for the reason they said it is because the school computers were not connected to the internet. (d) How do you use computers for learning purposes? The boys gave the following 3 ways in which they use computers for learning purposes: • There is the Microsoft Encarta from which they research • Google for information for all their subjects (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: • Viruses that sometimes rub everything done • Power blackouts SCHOOL • Ltd time • Broken down computers • Lack of internet INTERNET CAFES • Congestions • Low internet speed • Its expensive (f) Where do you get access to Internet for learning purposes? For learning purposes 2/15 boys reported that they accessed internet at home while only 9/15 said it was accessed from the cyber cafes. (g) When do you get access to Internet for learning purposes? Accessibility at home cybers only over the holidays. Same with the cybers. (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. Other reasons given for this were: • Home was the cheapest since their parents paid for it • Safer for them since they don’t have to walk to the cyber • It was limitless in terms of time. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects (j) Are there challenges/problems/hindrances you face as boys as far as accessing Internet for learning purposes is concerned?  

There was no data collected for this indicator as the school is boys only and has no female learners. 

Indicator 4.4.6 male learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? All the 15 boys have heard about facebook • MySpace? 9/15 boys have heard about myspace • Twitter? 13/15have heard about it • Hi-5 1/15 has heard about it • MSN 2/15 have heard about it • Yahoo-chat 1/115 has heard about it • You-tube 10/15 have heard about it • Gmail 2/15 have heard about it • Prodigit none. (b) Have you ever used any of the following: • Facebook?- 13/15 use the face book • MySpace? none • Twitter? 1/15use it • Hi-5 None • MSN None • Yahoo-chat 1/15 has used it • You-tube 5/15 have used about it • Mocospace 1/15 (c) For those who have used any of the above, explain how you have used it Only one boy reported to use the facebook for academic purpose by sharing academic information with others. All the others agreed the networks were for socializing only. (d) Which of the above mentioned is convenient for learning purposes? Why? All agreed that facebook was the most convenient for learning because of the following reasons: • It is known by many people (e) Are there challenges/ problems/ hindrances you face as boyswhile 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: • Can get wrong people to influence you • May not get the person you want • It is addictive. • There are sometimes imposters.  

The School teaches 11 courses in the secondary school curriculum. It was not very clear in which specific subjects ICT were used in teaching except the Computer studies subject. 

The school has an LCD projector from SSEMASE but the school do not have one. This motivates the teachers to learn how to use it.Most of the teachers have never used the computer for teaching. Most teachers do not have the soft ware to enable them use computers for teaching.Currently only the English teacher who uses the computer for teaching purposes.  

The challenges experienced by teachers in the use of computers for teaching included inadequate computer facilities, negative attitude by some teachers on use of computers for teaching, reluctance by older teachers to be taught computer skills by younger ones and lack of a training programme in the school for teachers without the skills. It was noted that even the computer laboratory did not have adequate PCs for students to use.  

The use of computers by students is encouraged by availability of computers in a computer laboratory, presence of a computer teacher, and the offering of computer studies as an examinable subject. The computer teacher is also very supportive and encourage the learners in the learning process.  

The challenges of using computers in learning include insufficient PCs, frequent power failures and virus attacks. Application of computers in the teaching of other subjects is also hampered by the absence of a curriculum from the Ministry of Higher Education and lack of teachers with computer skills. Learners reported that they need computer skills in order to use computers effectively for learning. 

Teachers expressed the need for the school to facilitate computer skills training for them so as to be able to use computers for teaching. They also noted that they would require PCs at their desks in the staff room for lesson preparations and portable computers and LCD projectors for teaching in classrooms. There was only one computer for all the teachers. They would also need a syllabus from the Ministry of Higher Education that shows how the integration of computers in teaching is done.  

The students reported that they would need to learn how to type so as to be able to use computers better.They also indicated that they need to be trained on basic computer skills like how to use the mouse, Microsoft Word and Microsoft Excel 

ICT enables the teachers to make lesson plans and this makes it easy for the learners to follow the content taught, for example, the project development concept.  

This applies only to the computer classes where the ICT teacher is able make demonstrations of how the computer works. Hence interesting because it is actual and real.  

Testing is easy and convenient as learners can be given assessments, which they do on their own and the teacher marks and analyzes using ICT. This applies only to learners taking computer studies as the tests are practical.The other teachers still use the manual way of processing marks. The school does not insist on the use of ICT in processing marks and therefore the teacher are not keen to use computers in processing examinations. However, the teachers draft their exams by hand and take to the school's secretary to typeset and photocopy for them. 

This does not take place as the school is not connected to the internet. 

The ICT teacher responded that she is able to select and decide on problems before the lesson and reflect on them, thus the lesson is more effective.The Computer teacher is basically a computer literate and can therefore prepare teaching material. The teacher can also retrieve teaching material from the Internet. This is done long before the lesson and therefore gives the teacher ample time to reflect on the teaching material.By so doing, the teacher is able add new information or to remove redundant or irrelevant information. The eventual impact is that the teaching material is improved which leads to effective teaching and improved performance. 

Learners felt that computers enabled them to learn better. They make learning interesting. This is because computers offer room for three dimensional demonstrations, simulations, colour and repeated operations. In particular, the computer studies students, who actually use the computers in the laboratory, can prepare learning notes which they save in the computers.They also can print some of the materials in hand copies. The students have been able to develop science congress projects. The fact such projects are well designed and demonstrated, the school has improved in its ranking in the Science Congress competitions.  

Teachers noted that the use of computers has a positive impact on learning. It makes learning interesting so that learners can spend more time on their search for information. This enables them to learn better.  

They are also able to obtain a lot of information that is stored in the computer to expand their knowledge on topics that have been taught in class.  

All the students had access to the computer lab but unfortunately none of the computers is connected to the internet. 

Apart from students of computer studies, the other students were not yet required to present their work in printed form and so they did not word-process their assignments and class work. However,use of computers has helped other learners not taking computer studies as a subject to produce materials for Science Congress schools' competitions, but it has not had much impact on the presentation of students' class work since the school has not made it a requirement for them to do so.  

Students were not yet required to present their class work in printed form and so there were no printed documents of that nature that had been prepared using computers. Nevertheless, students were encouraged to prepare and print materials for the Science Congress competitions which were held once a year and their performance had improved due to the better quality materials they present.  

The school does not have an ICT integration plan.This is probably because the school management does not seem to have an appreciation of ICT. The computers in the school was an initiative of the Old Boys Association and not the school management.It is apparent that there is lack of ownership of the project by teachers and the school management.However, because the computer studies has been introduced as an examinable subject, the management has no choice but to employ an ICT teacher. 

The school has no strategy to maintain and renew computers. Technicians are hired when needed.This can be explained by the lack of an ICT integration plan. ICT integration decisions are made adhoc and as per need. 

Currently the school does not provide any access to the community to computers. This is because, of the security reasons.The school has suffered several burglary attempts and therefore it is hesitant to let the community use its computers. Also, the school fears the attack of viruses taking into account that the school does not have Internet connectivity to screen and clean for the viruses. 

The types of managers in the school are: -Principal -Deputy Principal -Heads of Department - Subject Heads 

None 

ICT has had positive impact on the management of school accounts as fees records are up to date; student records such as admission, registration, personal data, academic progress and disciplinary matters.  

Apart from the teaching of computer studies as a subject, there is no real impact on the other school subjects as ICT is not integrated in teaching. 

There is no planned professional development of employees in ICT within the school.  

The school managers did not report proficiency in the use of ICT. None seemed to have basic training in ICT. 

The barriers that hinder achievement of ICT-related goals were: 1) Few teachers are willing to acquire ICT skills. Except the chemistry teacher and the computer teacher, the rest have not shown a lot of interest in using ICT for teaching. 2) The cost of buying and maintaining computers is too high and the school cannot afford. This is evident from the many computers that are not functional due to lack of maintenance and repair. 3) The Teacher Service Commission has not provided an ICT teacher to the school. This has forced the school management to hire on temporary terms. The students have to pay more to cater for this extra expense. 4) Power black outs interrupt computer practical lessons and sometimes it can be during the exam time. 

The main success stories in ICT integration are: 1.The school alumni (old boys) have donated the computers to the school and hence have enabled it to offer computer studies as a subject and in the training basic ICT skills to both teachers and students. 2. The Board of Governors has employed a computer teacher who is pivotal in training both the teachers and students on basic ICT skills. 3. The computers have been used to prepare student's project for national competitions like the science congress. This has helped the schools performance in the competitions. In the process of preparations, the students learn how to search for information, compile, and design presentations using ICT. 4. The computer teacher has also been training the science and mathematics teachers (under the SSEMASE program) on integration of ICT in the teaching of science and mathematics. 5.The chemistry teacher reported that she can now access information in her subject as a result of exposure to the ICT training. 

None 

None because ICT is not integrated in teaching and learning. 

Teachers observed that first language is not a hindrance to the use of ICT by learners because English is the language of instruction in Kenyan schools and is taught from an early age.  

Similarly, parents also observed that first language is not a hindrance to students in using computers for learning since English is the language of instruction in the school system.