ObservatoryICT

The school is not currently connected to the Internet. This is because the school does not have the funds for installation and maintenance. However, the school intends to install the connectivity soon when they get the financial support. 

The ICT Advisor/Technician's duties include the following: 1. Teaching computer software packages to the students. 2.Maintenance of computers in the school 3.Helping pupils with hands on experience of computers 4. Assisting staff to learn computers. 

The school uses the following software: 1. MSWORD 2. MSEXCEL 3. MS OFFICE 4. MS QUICKBOOKS 5. ENCARTA ENCYCLOPEDIA. 

In describing the various ways the educators use ICT for academic purposes (indicator 4.3.1 and 4.3.2), the following were the responses: 1. Training of teachers and students in basic computer literacy lessons. 2.Preparation of schemes of work by the teachers who are computer literate. 3.Ranking of students in class after evaluation tests 4.Typing of examinations 5.Preparation of lesson plans by about 50% of the teachers Teachers are not yet using the computers for teaching purposes such as planning, teaching and marking. There are plans to start using computers more for teaching purposes in subjects other than computer studies. Older teachers stated that they would integrate the use of computers in their teaching if they could obtain competency training in the use of computers. Younger teachers were more conversant with the use of computers although they too expressed the need to enhance their skills through certified computer competency training. Teachers also expressed the need to have computers provided to them at their desks in the staffroom to enable them use the computers for teaching purposes since the present computer laboratory is located on a different floor away from the staffroom. Some of the computers had also broken down and needed repairs and servicing and this was not forthcoming. The teachers expressed the need for the school to have a maintenance budget for the computers to facilitate their integration in teaching. There is also a problem of computer viruses that was reported to be affecting the computers. The school had not put in place a mechanism for cleaning the viruses easily. Because the computers were not connected to the internet, there was need to acquire and update an antivirus CD that could be used to clean the affected computers. Currently, this problem is only minimised by restricting the use of privately owned storage devises. Finally, teachers expressed the need for the school to purchase accessories like LCD projectors and laptops to facilitate their use for teaching purposes. Teachers reported that since the introduction of computers in the school last year, students had developed a lot of interest in using them to store some of their work and to use Microsoft Word facilities like spell check to improve their writing skills. The greatest impact the computers have had is to arouse interest in students to take computer studies especially in form 1. The ICT literate teachers search for information from the web at cyber cafes, which they use to enhance their teaching notes. They do not use power point presentations because they do not have LCD projectors. The principal indicated that she is very keen on the integration of ICT in teaching and she would provide the necessary equipment if she had the money. 

Learners in Forms 1 and 2 who were exposed to the use of computers in the school reported that they were using the computers to: 1.Writing short notes, spell check and saving them 2. Write letters and to perform other simple ta sks. 3.Retrieving information 4.Making programmes for open days, entertainments 5.Packages used are MS-WORD, MS-EXCEL  

girls from Form two class were involved in this discussion.points 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) 2/7 girls said that they accessed computers at home, while 5/7 reported about the school as the point of access. None 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; 2/7 girls said that home was the most convenient point. This was because of • There was more time, • no interruptions and (d) How do you use computers for learning purposes? The girls gave the following ways in which they use computers for learning purposes: • Search 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 • Limited time • Power failure HOME: • Power failure • viruses (f) Where do you get access to Internet for learning purposes? 2/7 girls are able to access internet at home during the weekends and over the holidays while the rest 5/7 cannot access since there is no internet in the school.. (g) When do you get access to Internet for learning purposes? 2/7 reported that 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: • 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? • Viruses • Loss of information • Restrictions  

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.) The school is well equipped with computers and a schedule for computer lessons. All the 12 boys said that they accessed computers at school. There were (all) also able to access computers at home while only 2/12 used commercial cyber cafes in spite having internet both at home and at school. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc.) The boys reported that they were able to access computers at school during computer lessons once a week. They added that they accessed computers at home over the weekends (for the day scholars) and over the school holidays (for boarders).Those that accessed computers in cyber did so over the school holidays. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; 9/12 boys reported that home was the best point of access while 2/12 said home was the best point. Only 1/12 boys reported that school was the most convenient. The reason given was that at home there was freedom to use computers and internet while at school there was limited time. They said the cyber required money to access and most parents did not want their children to go to cyber cafes. (d) How do you use computers for learning purposes? The boys reported that they use computers for learning in the following ways: • To conduct research using search engines such as Google • Microsoft word for typing for instance the students type the school magazines( jokes and essays) • Email for communication with friends • There are also use computers to store information. (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 • Power blackouts • Restriction of use of the internet and playing games by parents SCHOOL • Viruses • Breakdown • Hanging ( the computer are refurbished thus slow) INTERNET CAFES • Expensive • Parental restrictions (f) Where do you get access to Internet for learning purposes? For learning purposes 2/12 boys reported that they accessed the cyber while 10/12said it was accessed at home. (g) When do you get access to Internet for learning purposes? They would only access internet at home or cyber over the holiday for boarders and weekend for day scholars. (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 is the most convenient point of access because it has no cost implication on the boys and they would access it any time the parents were not using it. They also said at home they can use phones to access internet. (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) The boys reported that they use Google and yahoo search engines to conduct research. They added that they also use social networks to share information with friends. (j) Are there challenges/problems/hindrances you face as boys as far as accessing Internet for learning purposes is concerned? The main hindrance of boys face is the lack of internet when they want it or during their free time at school.  

Female learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? 7/7 have heard about facebook • MySpace? 4/7 have heard about myspace • Twitter? 2/7 have heard about it • Hi-5 none • MSN none • Yahoo-chat 5/7 have heard about it • You-tube none • Free card none of the girls • Mig 33 none • Snap 2 none (b) Have you ever used any of the following: • Facebook?- none • MySpace? none • Twitter? none • Free card none • Afros meet none • Hi-5 None • MSN none • Yahoo-chat none (c) For those who have used any of the above, explain how you have used it The girls who had used the social networks said that they 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 and parents/ guardians discourage them • One may get strangers asking for friendship.  

Male learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Google chat 4/12 have heard about it • Facebook? All the 12 boys have heard about facebook • MySpace? 4/12 boys have heard about myspace • Twitter? 7/12 boys have heard about it • Yahoo-messenger 6/12 boys have heard about it • You-tube 10/12 boys have heard about it (b) Have you ever used any of the following: • Google chat 2/12 Use it to chat with friends • Facebook? 2/12 are on facebook • MySpace? 2/12 have used it • Twitter? None • Yahoo-messenger Use it to chat with friends • 6/12 You-tube 4/12 Use it to download video clips (c) For those who have used any of the above, explain how you have used it (d) Which of the above mentioned is convenient for learning purposes? Why? Google chat, facebook, yahoo messenger were used for socialising, making friends and communication. Those who used Yu- tube used it for downloading video clips. 11/12 said that facebook was the most convenient because it was popular with the young people. It is known by many people. One can therefore, one can reach many friends. (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 singled out as key challenges: • Poor internet connectivity • The cost of internet ( the boys said they did not have a source of income thus relayed on parents)  

All subjects are taught using one form of ICTs or the other. However,the following courses are taught more using computers: 1. The computer studies subject for form 1,2 & 3. 2. The French subject for pronunciations. 3. Some topics in biology 4. The students have used the computers to prepare science congress projects. Please note that whereas, the school has used ICT in teaching the computer studies subject, it is only occasionally used to teach the other subjects. this is the reason why in 4.1 we have indicated only one subject but mentioned the other subjects in which some ICT integration is being done. 

Factors that would favor the integration of ICT in the teaching courses: 1.Deliberate emphasis, by the management, on ICT integration. 2.Policy or program to be developed that would motivate teachers to learn computers and be able to integrate ICT in teaching. 3.Provision of resources like computers, laptops and LCD projectors that can be used in teaching.  

The following are the challenges experienced in using ICT: 1.Lack of resources –computers and LCD projectors 2.Maintenance of the existing machines 3.Computer illiteracy of both the learners and students hence not aware of benefits 4.Technophobia 5.Lack of school policy on ICT integration in teaching or use of computers 6.Output and storage devices 7.Internet connectivity There is also a problem of computer viruses that was reported to be affecting the computers. The school had not put in place a mechanism for cleaning the viruses easily. Because the computers were not connected to the internet, there was need to acquire and update an anti-virus CD that could be used to clean the affected computers. Currently, this problem is only minimized by restricting the use of privately owned storage devises. 

The following are the factors that support use of computers in the school: 1.Availability of computers each student has a computer to use during the lesson 2.Time allocated 2 hours per week and free access during free time 3.Computer teacher who helps students even during free time 4.Principal encourages students to use computer 5.Need to keep pace with technology like communication 6.Learners were facilitated in their use of computers by a trained computer teacher. 7.They also had 20 computers and a high capacity printer in a laboratory. Each computer was shared by two students during computer lessons. 

The following are the challenges to use of ICT in the school as stated by the learners: 1.Lack of Internet connection 2.Need of bigger computer room with enough furniture 3.Limited time as only a few students can use computers at any one time 4.Need to increase the computers 5.Maintenance –many computer are not operational 6.Restriction of storage devices like diskette due to virus problems 7.Need more computer teachers 8.Provide equipment to enable us use computers in teaching of other lessons In addition, students reported some challenges in the use of computers for learning. These included lack of power back-up units which caused them to lose data when power supply was interrupted. Frequent power failures also interrupted the use of computers as there was no standby generator to use during such moments. Lack of internet connectivity also restricted the students as they could not obtain learning resources outside the installed CD materials. Since the school had not installed learning materials in the computers, the scope of use of the computers for learning was very limited. Some students who were being introduced to the use of computers for the first time also lacked the competence to use the machines effectively without close supervision. Computer viruses also affected the computers and interfered with the work that had been saved. Students also reported losing the work they had saved when other students used the same machines at different times. When machines broke down, the number of computers available for use declined and so the sharing of computers between students increased.  

The following are the skills/competencies required to effectively integrate ICT in teaching: 1.Computer skills to enable the teachers and students use computers effectively 2.ICT integration skills like what some teacher colleges are offering 3.Learn packages like power point, excel and access 4.Skills on handling the equipment-computers and LCDs projectors  

The learners stated the following as the skills required to effectively use of ICT: 1.Computer skills 2.Internet browsing skills 3.Knowledge on how to search for more information  

Not all teachers use the computer to prepare the lesson plans in the school.However, those who have used it indicated that use of computer in lesson planning make the process easier because they can save and retrieve the lesson plan for review and updating. They also stated that they use the same templates to prepare the lesson plans in following planning period hence saving precious time that can be used for other academic purposes. 

For the teachers who use the computer for in-class teaching , for example the language teacher, ICT has helped the learners to learn how to pronounce English words properly. The biology teacher has been able to use stand- alone CDs to simulate some experiments. This has helped the learners to understand the abstract concepts better because the simulations can be repeated as many times as the teacher deems necessary. In the process , the learners have been able to prepare science congress demonstrations in a better way and have improved the school's ranking in the competitions.  

The computers were introduced in the school a year ago. Therefore, use of ICT in evaluation has not been institutionalized. However, the few teachers, for example the computer teacher, use the computer for analyzing the students examination results. To them, the ranking of students in exam performance has become easier and faster. This saves time. The accuracy in calculating the students' marks has improved. It becomes easier for the teacher to counsel the individual student on his or her performance. Report cards can be prepared more easily and in a more presentable manner.This has also enhanced faster communication of exam results to the parents or guardians. Remedial actions can be taken quickly and timely. 

The teachers indicated that ICT can greatly improve the teacher(educator)- learner communication. The school does not yet have an Internet connectivity. However, the school has been processing the information using the computers and the printing machines available in the school. The communication has been inform of letters to the parents/guardian, learners, sponsors and the school's publics. Unlike when the school was using the type- writers and the duplicating machines, it is cheaper to process the communication using the computers and the printers. Communication costs have gone down because of the reduction on wastage of spoilt papers while using the type writer and the duplicating machines!  

The teachers stated that when they prepare lesson plans and marking guides, search for information to add to their teaching notes, they are able to think through their content in greater details.This enhances the quality of the teaching materials the class teaching and student's learning process. 

The learners stated the following impact of ICT on their studies: 1. They can learn some subjects using computers like science CDs and mathematics 2.Through internet, the learners can do more research and can download information from relevant sources 4.ICT can make co-curricular activities more interesting particularly by simulations. 5. The learner can repeat an activity several times. This can help the learner to learn at their own pace.  

The impact of ICT on students learning 1.Due to use of computer to produce neat examinations, students want to learn computers to make their work as neat. 2.They use excel in learning mathematics and this makes the subject more appealing 3.In co-curricular activities, they use computers in making banners, announcement and promotes more learning to improve these adverts or banners etc 4.Science teachers have access to some CDs with relevant materials and this makes their subjects more interested and continued use would improve performance. 5.Students in form 1,2, and 3 have learnt basic computer literacy lessons hence they can type their work, save and retrieve later.  

The learners stated the following as the main impacts of ICT on access to information: 1.At cyber café they can access internet and hence search for information. 2.Use science CDs to learn. The CDs can be played repeatedly hence enabling the learner to learn at their own pace.  

The teachers indicated the following as the impact of ICT on student’s access to information: 1.Students can use the available CDs to access information on the particular subject 2.The school has no internet connection 3.Use of encyclopedia 4.English language learning through the use of in built dictionary Teachers also reported that since the introduction of computers in the school last year, students had developed a lot of interest in using them to store some of their work and to use Microsoft Word facilities like spell check to improve their writing skills. The greatest impact the computers have had is to arouse interest in students to take computer studies especially in Form one. 

The learners highlighted the following as the impact on the use of ICT while producing documentation for learning: 1.Can write short notes for revision 2.Do computers assignments, which the teachers assesses on the screen without printing 3.Prepare program for school's major events. The learners indicated that as they work on the computers and produce various types of work using different packages they are able to relate to their other subjects and it increases their interest.  

The teachers indicated that use of ICT has the following impact on the documents produced by the learners: The teachers cited the ability to design and produce charts, compositions and spreadsheets as the greatest impact. Although these are not part of the other subjects, it creates interest in other subjects like languages, science and mathematics. However, 1.The school does not have output devices like printers hence no assignment can be produced 2.Using the limited printing material, they have produced programs for a closing day ceremony and entertainments.  

There is no ICT integration plan in the school. This is because computers were introduced to the school barely an year ago(November,2007). The main focus has been to install the computers and to have them working.The fact that there is no policy guidelines so far by the Ministry of Education on the integration of ICT in secondary school, it appears that the school has not even contemplated the development of a formal ICT integration plan. 

The school has a three year contract with Computers for Schools, Kenya where they pay 3000 Kenya shillings per year per computer for maintenance. The contract runs for three years. Through this plan they have been able to keep the computers in working order.  

The community has no access to the computers because they are too few and have just been acquired recently. However, the school plans to use them for training during the school holidays and generate some income. 

The following is the hierarchy of the school structure: -The principal - The deputy principal - Heads of department - The teaching staff - The support staff.  

The manager(School Principal) was trained by Computers for Schools Kenya Project. The Principal was trained on basic computer skills. She is still continuing with the training which is expected to end in August 2008. None of the other managers has been trained. 

The computers have just been purchased ( November 2007). However,for the short time the school has used the computers in management, there is improvement in record keeping and the processing of students marks. The student evaluation has been improved in terms of accuracy and speed. This has resulted in time saving, which can be used in other academic activities.  

The school has been able to offer the computer studies as a subject to Form 1 and Form 2 classes. Some teachers have been able to purchase educational software in CDs, which they use for teaching. The school refunds the money spent by the teachers. This has improved the learners understanding of the curriculum content and made learning and teaching enjoyable. The French teacher has been able to use CDs to teach the learners pronunciation and this has enhanced their understanding and use of the French language. 

The manager indicated that use of ICT can enable teachers to access education and professional training as they continue with their normal teaching activities. This can be achieved if the teachers can access training courses by Internet( distance learning). This will help to save time and money for the teachers. The manager indicated that this might be the most viable way of training for teachers without necessarily disrupting teaching in the school. 

The School Principal is ICT literate. She has taken the initiative to acquire the skills and to encourage other teachers to do so. She is able to use basic software such MS Office. She also has a computer in her office which she uses for management purposes. 

The Principal identified the following barriers hindering the achievement of the school's ICT-related goals for learners: 1. Lack of funds to purchase enough computers for the learners. There are only 20 computers for 300 students. Also, the school does not have funds to purchase an LCD projector that could be used for teaching. 2. Time. The current secondary school curriculum is heavily loaded leaving not enough time to integrate computers in teaching and learning. 3. Lack of Internet connectivity, which is expensive to install and maintain. At present the school is not connected to the Internet and therefore access to information is limited. 4. Resistance by teachers to use the computers for teaching and learning purposes. This is more so with the older generation of teachers who suffer from technophobia. 5. Lack of good and relevant educational software. 6. Lack of a clear policy on ICT training for teachers. Most of the teachers were not trained on ICT integration in teaching and learning during their teacher training. 7. The problem of viruses was cited as a major threat to the life of the computers. They are not able to update the anti-virus due to internet connectivity and also lack of sufficient skills to clean even when they get the software. Although the use of diskettes is not allowed sometimes the learners sneak in some that have viruses. 

With the support of the school's Board of Governors and in particular the chairman, the school managed to purchase 20 computers from the "Computers for schools, Kenya" project. The school has also purchased a photocopier and a printer. This has helped the school to start teaching computer studies as an examinable subject, as well as teaching all students basic computer literacy skills. The principal has been undertaking computer skills courses, which have enabled her to understand how the computers can be used in teaching and learning. The principal intends to allocate time and money to those teachers who are not computer literate, to get training. She is also encouraging her staff in acquiring software to support their teaching and she usually refunds the expenses. This has motivated some of the teachers to purchase educational software and use them for teaching. The Biology teacher was cited as a specific example of a teacher who has gone out of her way to purchase CDs for teaching her subject. The principal indicated that learners reported enjoying lessons taught using the computers, particularly science subjects. The learners design projects using the computer packages such as excel, MS word and Corel draw which are sometimes presented in competitions such as the Science Congress. 

The question on development of African course content was rather ambiguous. In Kenya course content/curriculum is developed by the Kenya Institute of Education which is a government body charged with ensuring standardization in the national education system. 

The school does not have "special need" students. 

The teachers reported that the learners have had good background of English language hence their first language does not significantly interfere with ICT in their Education.  

(This is a general perception of parents on ICT in genral and not on language. Language is not seen as a problem at all because English is the medium of instruction from early chldhood education) The general perception of parents is that ICT in education will add value to their children's future career prospects. They support the introduction of computers and their integration in learning and are willing to even pay an extra fee if needed to support it. They argue that the world is now getting more technologically advanced and their children would be left behind if they are left out. Many said they give them money to visit cyber cafes during the school holidays although their biggest worry is the kind of information they are exposed to. They would also not support the exposure to the internet because they are likely to browse pornographic sites and other undesirable information.