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St John's Preparatory School
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General information
| Description | St John’s Preparatory School is a prestigious private primary school for boys in central Johannesburg. Its school fees are very high, and the quality of its academic and sporting achievements regarded as excellent. It draws its learners from all over Gauteng and further afield. The school occupies the same campus as St John's College (secondary school), sharing facilities such as sports fields and the school chapel. |
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| School levels | primary |
| Trains teachers? | No |
| Private? | Yes |
| Vocational? | No |
| Students' gender | Boys only |
| Location | Urban |
| Showcased? | Yes |
+- Equipment, connectivity and access (8 available subcategories; 6 have data, including 0 documents)
2.1 The number and percentage of institutions with computers
| 2.1.1 Institution has computers? | Yes  2008-04-12 |
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| 2.1.2 Percentage of computers connected to the Internet | 100.00 % (300 / 300) 2008-04-12 |
2.2 The number and percentage of institutions with Internet connectivity
| 2.2.1 Institution has internet connectivity? | Yes 2008-04-12 |
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| 2.2.2 Types of connection and bandwidth | All computers in the school are connected to the Internet with wireless technology.
There is Vodacom HSDPA/3G remote access for staff using portable computers.
All desktop computers are networked with each other as well as on wireless.
Internet connection at the school is wireless, available on a 24 hour-a-day, seven days-per-week basis to all computers indicated above. Bandwidth is 1024kbps for learners and staff, 512kbps for the administration department. 2008-04-12 |
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. | 300 2008-10-01 |
2.3 The ratio of educators to computers per institution
| 2.3.1 Number of educators in the institution | 35 2008-04-12 |
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| 2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution. | 300 2008-10-01 |
| 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.) | 160 2008-10-01 |
| 2.3.4 Ratio of educators to computers | 0.22 (35 / 160) educator(s) per computer 2008-04-12 |
2.4 The ratio of learners to computers per institution
| 2.4.1 Number of learners in the institution | 539 2008-10-01 |
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| 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.) | 120 2008-10-01 |
| 2.4.3 Ratio of learners to computers | 4.49 (539 / 120) student(s) per computer 2008-04-12 |
2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions
| 2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?"
Answer yes or no, if the institution in question employs/has access to an ICT
advisor/technician. | Yes 2008-04-12 |
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| 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 overall institution (St Johns Peparatory & St John's College) employs a Director of IT - Peter Henning.He manages the whole school's computer system. There are two personnel who maintain computers contracted by the service provider. The director organises ICT professional development sessions for all the staff (teaching, administration and the general workers. His focus is on developing educators' computer skills and ensuring they are conversant with new technology like the interactive whiteboards they use in their classrooms. He also finds programs and advise teachers on how and what software to use. The director also gives educators guidence on how they can integrate ICT into their subjects. 2008-10-01 |
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. | Microsoft Office suite (Word, Excel, PowerPoint, Publisher)
Pencilbox Admin
Rubricate
Readers are Leaders
Mathletics
Moodle
2008-04-12 |
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2.7 Institution ICT-connectivity rank
| 2.7.1 Institution ICT-connectivity index score | Data not available 2008-04-12 |
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2.8 The rank of ICT-enablement by institution
| 2.8.1 Institution ICT-enablement index score | Data not available 2008-04-12 |
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+- Teacher-training (12 available subcategories; 1 has data, including 0 documents)
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 | 0 2008-04-12 |
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| 3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 35 2008-04-12 |
| 3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration | 0.00 % (0 / 35) 2008-04-12 |
| 3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration | 100.00 % (35 / 35) 2008-04-12 |
| 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. | 0 2011-01-21 |
| 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 | 0 2011-01-21 |
| 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. | 21 2008-04-12 |
| 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. | 14 2008-04-12 |
| 3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration | 0.00 % (0 / 21) 2008-10-02 |
| 3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration | 0.00 % (0 / 14) 2008-04-12 |
| 3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 100.00 % (21 / 21) 2008-10-02 |
| 3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 100.00 % (14 / 14) 2008-04-12 |
3.12 The rank of teacher-training institutions, by ICT-integration
| 3.12.1 ICT-integration index score | Data not available 2008-04-12 |
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+- ICT use (14 available subcategories; 13 have data, including 3 documents)
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) | 8.5 2008-04-12 |
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| 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.) | 8.0 2009-05-04 |
| 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.) | 9.0 2009-05-04 |
| 4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators | 0.89 (8 / 9) 2009-03-16 |
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) | 5.0 2008-04-12 |
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| 4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes. | 0.0 2008-04-12 |
| 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. | 10.0 2009-05-04 |
| 4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners | 0.00 (0 / 10) 2008-10-02 |
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. | There is widespread use of Internet research and PowerPoint presentations to do project work in the school. Teachers also draw on the support of specialist language and mathematics software packages to support their classroom work. All teachers use the Internet extensively in preparing lessons.
At the moment (March 2008) educators are concentrating on the preparation of new materials for use on interactive whiteboards, which are now standard equipment in all classrooms in the school. 2008-04-12 |
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| 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 2008-04-12 |
4.4 The types of ICT use by learners
4.5 The percentage of courses taught using ICT
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 cross-curricular approach they have in the school encourages them to explore with technology.There are three computer labs that are used by the whole school and they use a booking system for access. The Foundation phase educator stated that dealing with a few boys (9-12) made it easier for her to manage her class and computer lessons. The Foundation phase has two labs and teachers send their lessons to her for extended help.That means while she teaches her computer class, learners for extended lessons can use the second lab. Computers are used by educators to get more and quality work from learners as it is used at times as a reward. Those who finsh their work get the privilege of working on the computer. Interactive whiteboards are a convenient tool for teaching. The educator is able to access to visual images and other information while teaching and the boys enjoy that. The software that the boys use allow for one on one time where they can work at their pace.
15/03/11
One mobile lab (Apple iBooks lab) 2011-03-15 |
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4.7 The challenges to the use of ICT by educators
| 4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use.
Requires discussions with 10 full-time teachers from the teacher-training
institution. Include an audio file (MP3) with the interviewees answers. | The Foundation educator wishes there was more time for learners so they could do DNT. Load shedding makes it difficult to accomplish and maintain conisistency in planned programs. Although most of the learners in the Foundation phase work freely on the computer, you would find one or two who are tense making it difficult to achieeve much with them. The English educator said, a lot of time is spent on preparation if integration will take place in a lesson. The school is built in stone and this limits accessibility on wireless machines. There are some educators who still fear using computers and these have not responded well to the innovative ideas from the available technology. They avoid using them. 2008-10-02 |
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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 senior group acknowledged the adequacy of computer availability in the school but still wished they could be more. The software available like Readers are Leaders gives value to their learning. They are very with their teacher as well who makes their lessons interesting and challenging. The Foundation phase group said they have enough computers. They love them because they are "fast and fun". They enjoy the sounds from the different games they play. The games enhances their memory and speed up their reading skills. They also like computers because they are able to watch moives form them. 2008-10-02 |
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4.9 The challenges to the use of ICT by learners
| 4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees. | The senior groups noted that the mice they use are too sensitive. Those who are fast and finish first get bored and they end up repeting the same work or play games. The Junior group did not think there were any challenges. 2008-10-02 |
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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. | Remining current
Keeping staff current
Time for courses and they are expensive
Coming to learners' level
Showing interest in the learners learning
Flexibility to accommodate learners' discoveries and integrating them into tasks set.
Keeping learners challenged and motivated.
Although the educators appreciate the benefits of using interactive whiteboards, they realise the need to learn more about using it in their lessons.
2008-10-02 |
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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. | Learning how to open and close the computer was the basic requirement for the senior group. The junior group stressed the importance of following rules and where one cannot follow, ask the teacher. 2008-10-02 |
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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). |
2011-05-30 |
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| 4.12.2 Number of ICT in education-related research publications | 2 2008-04-12 |
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. | 2011-05-30 |
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4.14 The rank of ICT-integration by institution
| 4.14.1 ICT-integration index score | Data not available 2008-04-12 |
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+- Impact on educators and teaching (1 available subcategory; 1 has data, including 0 documents)
5.1 The impact of ICT on teaching
+- Impact of ICT on learners and learning (3 available subcategories; 3 have data, including 0 documents)
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. | Learners said ICT has made it easier to learn. The Maths tests they get from the software give them good practice and they are able to get feedback on their performance immediately. Their spelling mistakes can be pointed out and corrected while they work. The senior learners have noted a big difference that has been brought about by the effect of ICT within a year. The internet, Word, Excel and Power Point have made a remarkable change in their quality and presentation of projects. 2008-10-02 |
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| 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. | Educators agree that ICT has had a huge impact on the students' learning. Readers for Leaders impacted on their vocabulary for instance. Learners find more fun in learning and in the use of interactive whiteboard. It is now possible to have one on one interaction with the learners and this has proven to be very effective especially for learners who are strugling with some subjects.
The learners' research skills they get from the experience of dealing with tthe internet prepare them for life in the world at work places.
Their public speaking skills are enhanced as they do their presentations on PowerPoint.
ICT gives Grade 7 an incentive to learn and their English lessons on PC motivates them to do more work. One of the male educators highlighted that boys who are more advanced are catered for in the available software as they "let them fly" at their pace. He also indicated that boys do not like writing but prefer typing and this has made it easy for educators to get work done. 2008-10-02 |
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. | Boys find it easier to use the internet than fiction books. The senior boys do all their research work on the internet. (Their educators take them to the library where they are taught research skills and encourage them to read books as well).
The junior group was pleased that they can even access olympic scores from the internet. One of the reasons why they prefer the internet is that the internet is quicker, "You have to look at every book" said one of the little to illustrate how long it takes to find information from a book. 2008-10-02 |
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| 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. | Internet gives learners access to vast infromation. The school is able to monitor where they go to reduce the problem of exposure to the "wrong" websites. They go to the library for fiction books that they are encouraged to read. The library teaches them research skills so they can access whatever information they need faster.
The Foundation phase educator pointed out that ICT is used for extension of general learning. There is software that is used by learners who are strugling in specific ares of their subjects and they are sent to the computer room during the lesson for extra exercises or tuition. 2008-10-02 |
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. | The junior group uses the internet to do their projects.
The senior group uses Scratch, a film maker which shows how one can play a sport movie. They also use Flash, a game player and Dream Weaver for web design. 2008-04-12 |
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| 6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning
- written assignments etc? (Please attach copies or descriptions of documents if possible -
how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners,
as specified by the educators (what is produced, how does it foster learning, etc.). Attach
examples of the documents on which the analysis is based. | The Foundation phase teacher gives them Kidspiration software for mindmaps where they can develop their thinking, literacy and numeracy skills. She sends them an ID form with their picture on it from her computer that they fill in for school records. She also exposes them to South African Inventors from the internet and puts it into Word.
The computer teacher said that his learners produce standard work with the same format and this makes it easire for him to mark the task.
One of the male educators indicated that submitting some tasks electronically has reduced costs and the learners actually prefer typing any where.
The English educator said the computer gerated work helps boys who cannot spell since they can use the spell check. 2008-04-12 |
+- Institution management and ICT (10 available subcategories; 10 have data, including 0 documents)
7.1 The number of institutions with ICT integration plans
| 7.1.1 Institution has ICT integration plan? "Does your institution have a plan for the integration of ICT?" Indicate by yes or no whether the institution has an ICT integration plan. | Yes 2008-04-12 |
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| 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. | At the moment, in addition to the educators' computers in the classrooms, there are 13 Interactive Whiteboards in classrooms and the school is hoping to have one in each classroom by the end of next year (2009). All boys have a minimum of one hour every week for IT and these lessons are of a cross-curricular nature. The IT teacher uses a theme derived from different subjects and designs tasks that will be incorporated in IT lessons. In Grade 3 lessons are focused on the acquisition of basic computer skills. Towards the end of the year they move to an advanced program - "Introduction to Word Processing". In Grade 4 they carry on with Word, but tasks are designed in such a way that presentation is in MS Word, Excel and Power Point and their ultimate task is to design an electronic score book.
Grade 5s do projects in different subjects that demand usage of the internet. The aim at this stage is to develop their thinking skills and to promote that, they are introduced to the program "Scratch" where they produce animated cartoons and games. In Grade 6 they combine all skills that they have learnt by designing a professional-looking website. They incorporate animation in their designs that they enter in an international web-design competition called "Think Quest". Eventually they are introduced to industry-standard gaming techniques and they are able to design, program and test professional-looking computer games. The ultimate goal for the Grade 7 learners is designing a basic Windows-based project that can perform a minor function using "Visual Basic.Net". Every boy in the school has 1/2 hour per week on the program Readers are Leaders to improve their language skills. For their Maths literacy they have Mathletics that is accessible any time, any day. 2008-04-12 |
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 2008-04-12 |
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| 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. | There are 30 PCs in each lab and 7 -10 of them are replaced every year.There is a four year role over policy. There are 2 IT help desk personnel on full time contract. The staff laptops have a manufacturer warranty and every staff member has either a desktop PC or a laptop. 2008-04-12 |
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 2008-04-12 |
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| 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. | None.
2 October 2008
There is an Old Age home that brings its residents to the school so they can work in the lab for two and a half hours - sending e-mails to thir families for free.
The school provides their ground staff with PC training and they donate a PC to long serving staff (i.e. from 4 years onwards).
St Johns college (the whole institution ) runs a "St Johns Academy" program and the Prep school is involved in it indirectly since its falicities are used. In this venture they take students from disadvantaged backgrounds in 3 neighbouring schools. They attend lessons every afternoon From Monday to Friday during the school's terms. The
academy gives them extra help in Mathematics, Science and English and they use the school's software for extended lessons. 2008-10-02 |
7.4 The number of managers (in education institutions) trained to use ICT
| 7.4.1 Number of managers | 15 2008-04-12 |
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| 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). | Headmaster
Deputy Head (Academic)
Director: Development
Senior Housemaster
Housemasters
Heads of Department
Deputy Head (extra-Curricular)
Director of Sport
Director of Information Technology
2008-04-12 |
| 7.4.3 Number of managers trained to use ICT | 15 2008-04-12 |
| 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. | All managers in ths insitution, indeed all educators, have received training on the following, realting to their teaching and administrative duties:
Microsoft Office suite (Word, Excel, PowerPoint, Publisher)
Pencilbox Admin
Rubricate
Readers are Leaders
Mathletics
Moodle (use of designed, in-house learning envronemtns on a Moodle platform)
Intranet training
2008-04-12 |
| 7.4.5 Percentage of managers trained to use ICT (in education) | 100.00 % (15 / 15) 2008-04-12 |
| 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. | 6 2008-04-12 |
| 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. | 9 2008-04-12 |
| 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. | 6 2008-04-12 |
| 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. | 9 2008-04-12 |
| 7.4.10 Percentage of female managers in the institution | 40.00 % (6 / 15) 2008-04-12 |
| 7.4.11 Percentage of male managers in the institution | 60.00 % (9 / 15) 2008-10-02 |
| 7.4.12 Percentage of females managers trained to use ICT in the institution | 100.00 % (6 / 6) 2008-04-12 |
| 7.4.13 Percentage of male managers trained to use ICT in the institution | 100.00 % (9 / 9) 2008-10-02 |
7.5 The impact of ICT on education management practices
| 7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as
indicated by managers. | The use of e-mail has made a big difference, PowerPoint presentations and in the administrative software they have. 2009-03-16 |
|---|
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. | ICT has a major impact on teaching and learning. Most of our teachers are Interactive Whiteboard trained and use the boards all the time. Homework is done through "Moodle". All projects and research are done on computers. Reports are also done using administrative computer software programs. 2008-10-02 |
|---|
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. | All educators are continually developing with regard to IT. More and more are using it with everyday teaching and all staff are regularly sent on IT courses and workshops are often held at the school. 2008-10-02 |
|---|
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. | 15 2008-04-12 |
|---|---|
| 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. | Microsoft Word
Excel
Publisher
PowerPoint
Pencilbox Admin
Rubricate
Readers are Leaders
Moodle
Mathletics
Intranet Training
IWB Training
2008-10-02 |
| 7.8.3 Percentage of managers with email addresses | 100.00 % (15 / 15) 2008-04-12 |
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. | Finance - not enough computer labs available and there are always clashes on the timetable.
15/03/11
1. Demand for computer usage outweigh the supply of equipment.
2. Getting teachers at a level that they can all use the resources at theur disposal, especially Interactive BOards. There has been signifiv=cant progress made though.
3. There has been renwed emphasis on core curricula subjects (English and Maths) and so subjects like IT have had to give up a little bit of time inorder for this to happen.
4. High cost of Internet Bandwidth in South Africa. This has a huge impact on the amount of time that the boys can spend on web-based programs like Mathletics.
5. High cost of Hardware. though cost of most PCs has come down in recent years, the cost of newer, reliable tools like iPads, MacBooks and Interactive Boards is still very high.
6. High cost of Security. The more labs and IT resources we have had to buy for the school, the higher the cost of insuring that they are secured. Theft of classroom IT peripherals has become a bit of an issue in recent years. 2011-03-15 |
|---|
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. | Participation in the Formula 1 in Schools project: http://www.f1inschools.co.uk
Learners benefit from Mathematics programmes, Pencilbox and Mobile Laboratory.
15/03/11
1. Each year, Grade 6 learners have worked on MacBooks to highlight global issues such as Global Warming and Poaching, by taking part in Apple South Africa iLife Competition for schools.
2. Learners benefit from ICT based programs like: Mathematics programs- for example Mathletics (www.matheletics.co.za), 2simpleMaths; Reading programs like Readers Are Leaders software (Each class is timetabled one session of RAL each week)
Typing programs and the ICDL at Grade 7 level.
3. Colaboration: some of the teachers have used collaborative tools like Google Docs to run sites where lessons and information is shared with teachers from other countries.
Improved communication for parent using 'School Communicator'. This is a pop-up program that runs school news on a user's PC even when they are not on the web. See mobi.d6communicator.com 2011-03-15 |
|---|
+- Gender (2 available subcategories; 2 have data, including 0 documents)
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. | 539 2008-10-02 |
|---|---|
| 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. | 539 2008-10-02 |
| 9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution. | 0 2008-04-12 |
| 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. | 0 2008-04-12 |
| 9.1.5 Percentage of male learners who have access to computers | 100.00 % (539 / 539) 2008-04-12 |
| 9.1.6 Percentage of female learners who have access to computers | 0.00 % (0 / 0) 2008-04-12 |
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. | 14 2008-04-12 |
|---|---|
| 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. | 14 2008-04-12 |
| 9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution. | 21 2008-04-12 |
| 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. | 21 2008-04-12 |
| 9.2.5 Percentage of male teachers who have access to computers | 100.00 % (14 / 14) 2008-04-12 |
| 9.2.6 Percentage of female teachers who have access to computers | 100.00 % (21 / 21) 2008-10-02 |
+- Cultural and content sensitivity (1 available subcategory; 1 has data, including 0 documents)
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. | None at the moment. 2008-10-02 |
|---|
+- Special education (1 available subcategory; 1 has data, including 0 documents)
11.1 The impact of ICT on learners with special needs
+- Language (1 available subcategory; 1 has data, including 0 documents)
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. | The English teacher said all her learners are comfortable with the language used in the instructions.
The Foundation educator has seen non-English speakers battle initially but through remediation they pick up and later cope very well.
The computer teacher believes computer use demands more logical involvement and not much of language proficiency. Although most of the software is in English second language learners may battle find it a bit difficult to adapt to the way the machine should be operated on. 2008-10-02 |
|---|---|
| 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. | Data not available 2008-04-12 |
+- Auxiliary documents
No document is available.
Record created on Saturday April 12 2008 17:06:32 EDT.
Record updated on Tuesday March 15 2011 15:14:44 EDT.
Record yet to be validated.
Record updated on Tuesday March 15 2011 15:14:44 EDT.
Record yet to be validated.
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