ObservatoryICT

The school has a wireless internet connection of 256kbs. 

The technician has the following duties: 1. General maintenance of ICT facilities 2. Training staff on ICT 3. Providing professional advice to the management on issues to do with ICT. 

The following software is used for administrative and teaching purposes in the school: 1. Database that has been developed in the school 2. MS OFFICE 3. MS WORD 4. MS POWERPOINT 5. MS EXCEL 6.MS PUBLISHER  

About 10% of the teachers were able to operate computers while the rest were not. The teachers with computer skills used them for references. They also used them for data analysis in exam processing, and data storage and retrieval. Only the computer teacher used the computer for teaching computer skills. The rest of the teachers did not use computers for teaching but only referred pupils to use computers to obtain learning materials installed from CDs.  

All learners in Ruaraka Primary School attend computer lessons from kindergarten to class 8. They attend lessons on computer skills using a syllabus that has been prepared by the school since the Ministry of Basic Education has not yet prepared one for primary schools in Kenya. Thus, pupils use computers in learning computer skills. Specifically, they learn how to input data, how to store and retrieve and how to use computer programmes and packages. They also learn how to use stored learning resources for reference and how to draw using word art programme.  

6 girls were involved in this discussion. Indicator 4.4. 3. Female learners’ points of access to computers/ Internet 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) All the 6 students said that they accessed computers in the school and at home. None of the girls reported that they access computers from the cyber cafes. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc. The students reported that the school computers were accessible when they had computer lessons (once per week), over lunch time, and break 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 the unlimited access. (d) How do you use computers for learning purposes? The girls gave the following ways in which they use computers for learning purposes: • There is a Msingi pack developed by the school for revision • There is the Microsoft Encarta from which they research • Google for information for all their subjects • There are also saved documents in the computers which they use for revision. (e) Are there challenges/ problems/ hindrances you face as girls in as far as the various points of access are concerned? (Probe: home, school environment and Internet cafes) The following were cited as challenges in the different points of access. HOME: • Power failure • Boredom SCHOOL • Some Computers don’t work • Ltd time • Lack of connectivity INTERNET CAFES • Congestions • Low internet speed • Its expensive • Intimidated as girls if there are only boys in the cafes., they reported that they feel uncomfortable in the presence of boys. (f) Where do you get access to Internet for learning purposes? For learning purposes all the 8 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/ (h) Which is the most common/convenient point of access for the Internet? Explain why this is the most common/convenient point of access; Home was reported as the most convenient point of access. The reasons given for this was that: • It was limitless in terms of time. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects especially the Wikipedia. • Write emails to students in other schools. (j) Are there challenges/problems/hindrances you face as girls as far as accessing Internet for learning purposes is concerned? They did not report any problem. Possibly because the school is well endowed with computers.  

10 boys were involved in this discussion. Indicator 4.4. 4. Female learners’ points of access to computers/ Internet 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) All the 6 students said that they accessed computers in the school and at home. However one boy 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 (once per week), over lunch time, and break 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. (d) How do you use computers for learning purposes? The boys gave the following ways in which they use computers for learning purposes: • There is a Msingi pack developed by the school for revision • There is the Microsoft Encarta from which they research • Google for information for all their subjects • There are also saved documents in the computers which they use for revision. (e) Are there challenges/ problems/ hindrances you face as 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 • Boredom SCHOOL • Some Computers don’t work • Ltd time • Lack of connectivity INTERNET CAFES • Congestions • Low internet speed • Its expensive (f) Where do you get access to Internet for learning purposes? For learning purposes all the 10 boys 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. (h) Which is the most common/convenient point of access for the Internet? Explain why this is the most common/convenient point of access; Home was reported as the most convenient point of access. The reasons given for this was that: • It was limitless in terms of time. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects especially the Wikipedia. • 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. Possibly because the school is well endowed with computers.  

Indicator 4.4.5 Female learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? All the girls have heard about facebook • MySpace? 3 girls have heard about myspace • Twitter? 5 girls have heard about it • Hi-5 3 girls have heard about it • MSN none of the girls have heard about it • Yahoo-chat all have heard about it • You-tube all have heard about it • Free card 1 girl. (b) Have you ever used any of the following: • Facebook?- 2 girls use the face book • MySpace? None of the girls use it • Twitter? 2 girls use it • Free card one girl uses it • Afros meet 1/8 girls use it • Hi-5 None • MSN none • Yahoo-chat 2 girls • Gmail none • Prodigit none • You-tube none (c) For those who have used any of the above, explain how you have used it One girl reported that she can ask her friends in case she has forgotten her homework in school. (d) Which of the above mentioned is convenient for learning purposes? Why? All the 8 girls 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 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: • School grades can drop if you spend so much time in them • It is addictive. A girl reported that she can stay on the facebook for ever • There are sometimes imposters who want to chat with you and can fall in their traps  

Indicator 4.4.6 male learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? 10/10 have heard about facebook • MySpace? 5/10have heard about myspace • Twitter? 7 boy have heard about it • Hi-5 1 boy has heard about it • MSN none of the girls have heard about it • Yahoo-chat all have heard about it • You-tube all have heard about it • Free card none of the boys (b) Have you ever used any of the following: • Facebook?- 4 boys use the face book • MySpace? 1/10 use it • Twitter? NONE • Free card none • Afros meet 1/10 boys use it • Hi-5 None • MSN none • Yahoo-chat 2 boys • Gmail none • Prodigit none • You-tube 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 only. (d) Which of the above mentioned is convenient for learning purposes? Why? All the 10 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 girls in using the social networks: • It is addictive. • There are sometimes strangers who want to chat with you and can fall in their traps.  

The school does not teach any other subject using ICT except computer studies aimed at computer literacy in which the students get skills in computer packages. 

The factors that favour the integration of computers in teaching included availability of a computer laboratory, availability of computer technician/teacher, availability of learning materials installed from CDs and supportive school administration.  

Challenges to the use of computers in teaching included lack of computer skills among a large proportion of teachers (90%); limited time for teachers to learn computer skills; lack of internet connectivity; power interruptions; and lack of computer accessories (such as LCD projectors and portable computers). Another challenge is lack of a common curriculum to be used by schools to integrate use of computers in teaching. 

The use of computers for learning is supported by a number of factors in the school. The school has a computer laboratory equipped with over 20 PCs and a printer. There is also a computer technician/teacher, computer programmes, packages and stored learning resources and a supportive administration.  

There are also challenges to the use of computers for learning. The computers are not adequate for the whole school. Other challenges include frequent power failures that interrupt the use of the computers, virus attacks, prohibition of the use of personal electronic storage devices, lack of connectivity to the internet, breakdown of computers and failure by teachers of other subjects to use computers in teaching their subjects. 

Teachers expressed the need for the school to provide them with training in computer skills during school holidays when they could have time to attend training sessions. Such a course should lead to certification to motivate teachers to enrol 

Learners expressed the need to have complete computer skills to be able to use the machines effectively.  

The computer teacher stated that he prepares his lessons using the computer. This makes his work easier as he can make changes anytime, store and retieve easily. It is also neat and organized. However, the rest of the teachers indicated that they were not using the computer to prepare their lesson plans. They agreed however, that computerized lesson plans would have a positive impact on their teaching.  

Teachers reported that the use of computers had a positive impact on learning. They observed that pupils appear to learn more effectively when they were exposed to resources on the computers. However, pupils were not yet required to use computers to present their work such as written assignments.  

About 10% of the teachers were able to operate computers while the rest were not. The teachers with computer skills used them for references. They also used them for data analysis in exam processing, and data storage and retrieval. Only the computer teacher used the computer for teaching computer skills. The rest of the teachers did not use computers for teaching but only referred pupils to use computers to obtain learning materials installed from CDs.  

Educator-Learner communication using ICT is non-existent as the teachers do not have the neccessary skills in internet use and email. The system had also just been introduced and both learners and teachers have not appreciated its use as a means of communication. This limits any type of ICT-based communication between learners and teachers. 

The teachers who use ICT to prepare their lesson plans, marking schemes and teaching notes and also those who give learners assignments to go and research on say that this has made them to reflect on their work better and have developed the ability to think through their teaching material. 

Learners observed that the use of computers has had a positive impact on their learning. It has given them access to a greater volume of learning materials as well as increased their retention of learned material. The demonstrations and illustrations in some of the computer materials have made learning more interesting. 

Teachers reported that the use of computers had a positive impact on learning. They observed that pupils appear to learn more effectively when they were exposed to resources on the computers.  

Learners observed that the use of computers has had a positive impact on their learning. It has given them access to a greater volume of learning materials as well as increased their retention of learned material. The demonstrations and illustrations in some of the computer materials have made learning more interesting. 

The teachers 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.  

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.  

However, pupils were not yet required to use computers to present their work such as written assignments 

The school is in the process of developing the plan. 

The school does not have a written ICT equipment maintenance and renewal plan. Instead the ICT teacher who happens to be very competent in the use of ICT maintains, services and installs new software in the computers. However, if the problem is beyond him he advises the school management to contract an expert to deal with it. The school management feels that because of the small number of computers in the school, it is not economical to have a service contract. Expertise should only be sought as and when needed. This arrangement seems to have increased the workload of the ICT teacher who is also expected to teach.  

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

The School has the following administrative hierarchy: -The director -Head teacher -Deputy Head teacher -Heads of department -Teachers 

Non of the managers have received any training in ICT. This is because the school does not have an ICT strategy or plan.  

The school has been able to store information properly and therefore has greatly improved on efficient record management. 

The impact of ICT use on teaching and learning in the subjects taught are: 1. Educators have reported increased interest and understanding in Science and mathematics subjects by the learners. The school has installed the Encarta Encyclopedia, which is used as a resource for teaching and learning information by both the learners and the teachers. 2. Academic performance of learners has improved generally because of increased access to additional and quality information which is not available in the approved school textbooks. 3. The manager has observed that due to the use of ICTs learning has become easier and enjoyable. This has enhanced performance and student interest in the learning process. 4. The learning of languages like French and English has improved greatly due to the use of the computer spelling and thesaurus tools and pronunciation.  

The Managers stated the following as the impact of ICT on continuing education/professional development: 1. That ICT can enable more people to access education more easily. 2. That it is possible for one to enroll in a course while still working hence enabling them to continue growing professionally. 3. That courses provided through ICT ( web -based) are cheaper hence accessible to many people. 

The School Manager indicated that he does not have basic ICT skills or competence. However, he understands and appreciates the importance of ICT integration in teaching and learning. This is evident by the purchase of computers, teaching materials such as the Encarta Encyclopedia and allocating time in the school timetable for learners to use the programmes to search for information. The teachers are also encouraged to learn and use ICT.  

The main barriers include the following: 1. Lack of resources to buy ICT equipment and facilities. 2.The parents are not ready to pay for ICT facilities because it is an extra- expense to them. 3. Lack of a computer syllabus for primary schools. The Ministry of Education has not yet developed an ICT curriculum for the primary school sector. 4. Frequent power blackouts which makes it difficult to save work in progress. 5. Computer viruses. This is a major problem because it corrupts the computer software system. 6. Some teachers still suffer from technophobia. They have not been using the computers to teach. They seem not confident in using the computers. 

The following are the successes the school has achieved in integrating ICT in teaching and learning: 1.One parent contributed a computer to the school. This acted as a catalyst for the school to buy an extra computer and the process went on and currently the school has 25 computers. 2.The school also has a graduate teacher trained in Information Technology. The teacher has been of great assistance to the school. He has published several books, on the use of computers. 3.The school has improved in academic performance. In 2007 Kenya Primary Certificate of Examination(KPCE), the school was number four in Nairobi province. This is not a mean achievement considering the location and that it is a private school with a high population.  

The school has is able to retrieve information stored in the database easily. It is also possible to easily access information for use in the learning process. This has also improved on the teaching and learning processes.  

The school does not have any special program for "special needs" students 

It was also reported that first language did not present any barrier to the use of computers for learning by the pupils as English is the language of instruction inKenyan schools from Kindergarten. 

Parents had a similar view with teachers that first language is not a barriere to ICT in education because it is the language of instruction in schools and children learn it as a second or third language quite early.