ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-12-19
2.1.2 Percentage of computers connected to the Internet	77.78 % (700 / 900)  2008-11-07

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-12-19
2.2.2 Types of connection and bandwidth	All three campuses located in Winneba are networked via fibre connecting major buildings. the Winneba campuses comprises the North, South and Central campuses. The Campuses are linked by Wi-Max radio connectivity. The Winneba Campus is connected to the Internet via VSAT with speed 3 mbps-downlink and 1 mbps-uplink. The Kumasi and Mampong Campuses are also linked to the Internet via VSAT at 1mbps-downlink and 0.5 mbps-uplink.  2008-12-19
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.	700  2008-12-19

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	322  2008-12-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	900  2008-12-19
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.)	400  2008-12-19
2.3.4 Ratio of educators to computers	0.81 (322 / 400) educator(s) per computer  2008-11-07

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	24982  2008-12-19
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.)	500  2008-12-19
2.4.3 Ratio of learners to computers	49.96 (24982 / 500) student(s) per computer  2008-11-07

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  2009-04-01

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 Head of Department (HOD) of the ICT center has the responsibility of managing all ICT resources of the University. The HOD coordinates all ICT programmes and activities of the University. He advises university management on ICT policies, procurements, contracts, and supervises ICT staff of the University. He oversees the maintenance of all ICT resources. It is also the responsibility of the HOD to supervise the teaching of all approved ICT courses. He helps in the organization of ICT workshops and in-service technology professional development programmes for educators and administrators, and staff of the University. It is the responsibility of the HOD to assist all academic departments to evaluate their subject-based software and help them design their departmental ICT programmes to enhance teaching and learning.   2009-02-28

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.

Administrative users’ ICT Tools include: • Office Suite (Word, and Excel) for documents and reports preparation • Accounting software (TOPAZ) for payroll processing • Online Library Management System used by students and faculty to access online research, teaching and learning materials • Online student information system for monitoring students’ performance, processing students’ graduation, preparing students’ transcripts Academic Users’ ICT Tools include: • Microsoft office suite (Word, Excel, and PowerPoint) for document preparation, teaching, lesson delivery • AutoCAD used by fine arts faculty for design works • multimedia editing software, courseware and Authorware used mainly by Mathematics Education faculty for designing instructional materials and delivery • The online student information system is used by academic departments to process students’ academic records • Some academic departments also have their subject-based applications. For instance, the Mathematics Department uses Maple, MatLab, Derive 6, ad other mathematical software in their curriculum. • The COACH, versatile software, is being used by both the Science and Mathematics Departments for teaching and learning. It has simulation and computational tools. Faculty members need further training on the use of this important software to explore its full   2009-02-28

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2008-11-07

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-11-07

3.1 The number of teacher-training institutions

3.1.1 Description of teacher-training institution "Description of teacher-training institution." Describe, in 150 words, the teacher-training institution. If there is no teacher training institution, explain why, provide context and describe any future plans.

The University is a multi-campus institution, comprising three campuses in Winneba, one in Kumasi, and one in Ashanti-Mampong. The Winneba campus (South Campus) is the seat of the Vice-Chancellor with satellite campuses at Kumasi and Mampong managed by Principals. The Winneba site hosts the South, Central and North campuses. Winneba is located at Latitude 5° 19' 60N and Longitude 0° 37' 0W. The University of Education, Winneba is the largest public tertiary institution mandated to train teachers. Graduates from the University serve at all levels of the educational system. The university offers Diploma and Bachelors degree in all the subjects offered by the pre-tertiary institutions. The School of Research and Graduate Studies organizes graduate studies in collaboration with the academic departments. Postgraduate Diploma, Masters (M.Ed, and MPhil) and PhD programmes are offered. Two non-teaching programmes in Human Rights and Civic Education, and Media and Communication at the masters level are also being run by the University. Generally, each campus is specializing in an aspect of the curriculum (Kumasi for vocational, technical/technology and Business/Secretarial courses; Winneba South Campus for Science, Mathematics, and Languages, Special Education; Winneba Central Campus for Music Education programmes; Winneba North for Creative Arts, Home Economics, Physical Education, Liberal Arts; and Mampong Campus for Agricultural Science Education programmes. The University also runs distance education programmes at diploma and undergraduate levels. It also runs Sandwich programmes. The University of Education, Winneba started implementing a five-year (2003-2008) ICT Plan in the 2003/2004 academic year (see attachment). For two consecutive years (2003/2004 and 2004/2005), a series of ICT training workshops were organized as part of the university’s in-service faculty technology professional development programme. All faculty members participated in these workshops, which were designed to conscientize faculty on the merits and demerits of integrating ICT into teaching and learning, and to equip staff with basic skills and knowledge in ICT literacy, information management, and to a limited extent ICT integration across the University curriculum. However, since 2005/2006 academic year, however, the technology professional development programme has not been regular. Consequently, most lecturers who were enthusiastic about using ICT in teaching and learning have relapsed in this practice because of lack of follow-up workshops or peer-peer mentorship. Currently, very few of these lecturers (80) own their own laptops, which they use in their classrooms and seminar presentations. The Center for Continuing Education has a programme that gives orientation to newly recruited university faculty. This programme envisages, among other things, to train new faculty to design, develop, and deliver online courses. ICT integration into classroom instruction is not presently emphasized in this programme. A review of this programme and the new ICT plan being developed will address these lapses in the use of ICT for teaching and learning.   2009-02-28

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	322  2008-11-07
3.2.3 Number of teacher-trainers (females) in the institution "Number of teacher-trainers in institution." Indicate the number of full-time female teacher-trainers in the institution.	58  2008-12-19
3.2.4 Number of teacher-trainers (males) in the institution "Number of teacher-trainers in institutions." Indicate the number of full-time male teacher-trainers in the institution.	264  2008-12-19
3.2.5 Percentage of female teacher-trainers in the institution	18.01 % (58 / 322)  2008-11-07
3.2.6 Percentage of male teacher-trainers in the institution	81.99 % (264 / 322)  2008-11-07

3.3 The number of teacher-trainers who have their own email address

3.3.1 Number of teacher trainers in the institution with email addresses	322  2008-11-07
3.3.2 Percentage of teacher trainers with email addresses	100.00 % (322 / 322)  2008-11-07
3.3.4 Number of female teacher-trainers who have email addresses "Number of female teacher-trainers in the institution with a personal email address." Indicate the number of female teacher-trainers who have their own email address.	58  2008-12-19
3.3.5 Number of male teacher-trainers who have email addresses "Number of male teacher-trainers in the institution with a personal email address." Indicate the number of teacher-trainers who have their own email address.	264  2008-12-19
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	100.00 % (58 / 58)  2008-11-07
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	100.00 % (264 / 264)  2008-11-07

3.4 The ability of teacher-trainers to use ICTs (basic skills)

3.4.1 The ability of teacher-trainers to use ICTs (150 words) "List the various ICT skills/competencies that you consider you have mastered." List, or summarize in not more than 150 words, the ICT talents/competencies of teacher-trainers. This certainly requires a dialogue with the head of the institution (by telephone, electronic mail or physical contact). If the teacher-trainers have no ICT skills/competencies, explain why, provide context and describe any future plans.

Most (80%) faculty members have various levels of basic skills and knowledge of using Word-processing editors (Microsoft Word), PowerPoint presentation graphics, Internet surfing for research and personal purposes, the online student information system for grade processing and reporting. Faculty members in some academic departments (Mathematics Education, Music Education, Pre-School Department, Special Education, Fine Arts School, etc) use subject-based software for teaching and learning. Some faculty also use multimedia authoring applications such as Microsoft Movie Maker, Camtasia Studio, ULead Video Studio, CorelDraw, etc to create instructional materials. Faculty members also use SPSS to analyze statistical data. Through the Open Educational Content Development Project, faculty are now able to create and share digital educational content and instructional materials within the university community (students and faculty) and the WikiEduator Community. So far 81 faculty members have their course materials already uploaded to the servers of this project. Information about this project may be accessed through the URL: http://www.wikieducator.org/About_UEW_Open_Educational_Content_Development_Project. Even though the University as a matter of policy assigns every faculty an official email account, only about 10% regularly use this facility for communication and interaction with learners.   2009-02-28

3.5 The number of teacher trainers who use ICTs to train educators

3.5.1 Number of teacher trainers in the institution who use ICTs	0  2008-11-07
3.5.3 Number of female teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of female trainers in the institution who use ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	0  2008-11-07
3.5.4 Number of male teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of male trainers in the institution who use the ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	0  2008-11-07
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	0.00 % (0 / 58)  2008-11-07
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	0.00 % (0 / 264)  2008-11-07

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	Data not available  2008-11-07
3.6.3 Number of female preservice educators	Data not available  2008-11-07
3.6.4 Number of male preservice educators	Data not available  2008-11-07
3.6.5 Percentage of female preservice educators Indicate the number of female educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	Data not available  2008-11-07
3.6.6 Percentage of male preservice educators  Indicate the number of male educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	Data not available  2008-11-07

3.7 The percentage of preservice educators who have their own email address

3.7.1 Number of preservice educators in the institution with an email address	Data not available  2008-11-07
3.7.2 Percentage of preservice educators with email addresses	Data not available  2008-11-07
3.7.4 Number of female preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of female educators undergoing initial training in the institution who have an electronic mail address.	Data not available  2008-11-07
3.7.5 Number of male preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of male educators in the institution in the course of initial training having a electronic mail address.	Data not available  2008-11-07
3.7.6 Percentage of female preservice educators with an email address	Data not available  2008-11-07
3.7.7 Percentage of male preservice educators with an email address	Data not available  2008-11-07

3.8 The presence of ICT in teacher-training curriculum

3.8.1 ICT in initial (pre-service) teacher-training curriculum? "Is ICT present in the initial (pre-service) teacher-training program curriculum?" Indicate either by yes or no if the teacher’s training institution includes ICTs in some of its initial training programs.	Yes  2009-02-28
3.8.2 Description of ICT in initial (pre-service) teacher-training curriculum (150 words) "Description of the presence of ICT in initial (pre-service) teacher-training curriculum." Summarise in 150 words the manner in which the ICTs are integrated (ICT courses and/or ICT application in the teaching of other disciplines) in the teachers’ initial training programs. Indicate if the ICT exists in other forms. If ICT is not present, explain why, provide context and describe any future plans.	The University of Education, Winneba started implementing a five-year (2003-2008) ICT Plan in the 2003/2004 academic year (see attachment). The development and deployment of ICT in teaching and learning is the central goal of this plan. Realizing that more than 90 of pre-service teachers enter the university with little or no ICT literacy skills, the university has developed a core ICT Course (GDP 113: Introduction to ICT) which all trainees must pass as a requirement for graduation. All masters (graduate) students are also required to pass EDI 502: Introduction to Information Technology in Education as part of their graduation requirements. The ICT Center is responsible for teaching both GPD 113 and EDI 502 core courses for the undergraduate and graduate students, respectively. Starting 2004/2005 academic year, the University introduced Diploma (ICT Education) and B.Ed. (ICT Education) programmes at its Kumasi Campus. The ICT plan has also encouraged every faculty and Department to design departed-based ICT programmes with the main objective of integrating ICT into their curricula. Some Departments such as the Mathematics Education, Music Education, Pre-School Education, Special Education, and Arts Education have set up departmental computer laboratories for this purpose. Many teachers in these departments use basic Microsoft Office Suite tools and their subject-based applications for teaching and learning. However, due to limited ICT integration skills and knowledge amongst faculty in other departments and lack of ICT facilities in classrooms, majority of faculty are unable to integrate ICT into their instructional activities. The University hopes to address these challenges in the next ICT Plan and in the continuing education programme for new faculty members.   2009-02-28
3.8.3 ICT in educator professional development (continuing education)? "Is ICT present in «in-service teacher professional development» (continuing education) program curriculum?" Indicate by yes or no if the ICT exists (ICT courses and/or the application of ICT in the teaching of other disciplines) in the professional permanent/development programs of educators.	Yes  2009-02-28
3.8.4 Description of ICT in educator professional development (continuing education) (150 words) "Description of the presence of ICT in «in-service teacher professional development» (continuing education) program curriculum." Summarise in 150 words the way in which the teachers’ professional permanent/development programs integrate the use of ICT (describe the ICT courses and the application of ICTs in the teaching of other disciplines). If ICTs are not present, explain why, provide context and describe any future plans.	The on-going continuing education programme for newly recruited faculty members envisages to introduce new faculty to the use of existing ICT facilities (computer labs and basic application tools (MS Office Suite), and the Internet) for research, teaching and learning purposes. The programme covers online instructional delivery techniques, classroom presentation techniques using PowerPoint, Designing Course websites, and techniques for surfing the Internet for teaching and learning materials. Earlier attempts of the University to provide technology professional development have not been regular after the 2004/2005 academic year, partly due to academic politics and partly due to lack of technology integration facilitators. Beginning the second semester of 2008/2009 academic year, however, the ICT Center will revive the TPD programme in a new form through a 3-hour weekly interaction with small groups or individual faculty members who are interested in acquiring the essential skills and knowledge in ICT and new integration techniques in their instruction. The large group workshops have not had the desired impact partly because subject-based and individual faculty needs and concerns were not factored into the programme. The programme has not had the desired impact because of lack of follow-ups and the opportunity to practice what was learnt in classroom settings. The new strategy seeks to avoid these major lapses in the University’s TPD programme. Faculty will now determine their technology skills and knowledge needs prior to the hands-on lab interactions.   2009-02-28

3.9 The ICT resources (types of equipment?) made available to pre-service educators, and their trainers, during teacher-training

3.9.1 Types of ICT equipment, connectivity, and other resources (list) "The types of ICT equipment, connectivity, and other resources made available to pre-service student-teachers, and their trainers, during teacher-training (list types of equipment)." Describe the available ICT resources during the training of teachers (equipments, connections and other resources) in not more than 150 words. If there are no resources available, explain why, provide context and describe any future plans.

Academic departments have digital data projectors, printers, scanners (not all departments have scanners), and various applications software for teaching and learning. Some faculties also have digital cameras and video recorders that they use for their teaching and learning. All departments have office PCs for their administrative work and faculty use. The University has nine networked PC laboratories (three in South Campus, two in Kumasi Campus, two in North Campus, and one in Mampong Campus) for students’ training mainly. Each of the campuses has a Campus Area Network via fibre (LANS on composite campuses). The three campuses in Winneba are connected via Wi-Max radio (Inter-Campus Connectivity within Winneba), while Winneba, Kumasi and Mampong are connected through VSAT Satellite (Inter-campus connectivity among Winneba, Kumasi and Mampong sites). The University gateway to the Internet is also through VSAT (3 mbps-downlink and 1 mbps –uplink at Winneba; 1 mbps –downlink and 0.5 mbps –uplink at Kumasi and Mampong). There is a limited Internet connectivity in all computer labs, and departmental offices. Pay-in Internet Café at IEDE supported by Carnegie Corporation of New York, USA, is available to the general pubic, including staff and students. The main libraries at Winneba (South Campus), Kumasi and Mampong have faculty lounges equipped with networked PCs with access to the Internet. The Library at South Campus also set up an online section for its patrons (students and faculty). The research rooms furnished with networked PCs with Internet connectivity provides access to online materials (electronic journals, textbooks, magazines, and teaching and learning materials) through the Library Intranet and the Internet. The plan now is to extend Internet connectivity to all offices and residential premises of each campus through wireless network technology. This is currently being experimented with at the South campus at Winneba. At the moment the Internet and the Intranet connectivity is not reliable: the down-time is unacceptable high. Another serious problem is the menace of computer viruses. Though the University has acquired site licensed Anti virus Software (AVG) that is installed in all University computer labs and office computers, most offices still encounter unacceptable PC downtime frequently. The online activities are not effective partly because of these problems. Other plans yet to be implemented include allocation to faculty and students server space to mount their courses; students do not have official email accounts for effective communication/interaction among themselves and their instructors. A dedicated high-speed bandwidth is being sought to address the problem.   2009-02-28

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	322  2008-11-07
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	10  2009-03-01
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	100.00 % (322 / 322)  2008-11-07
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	3.11 % (10 / 322)  2009-03-01
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.	58  2009-02-28
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	264  2009-02-28
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	0  2008-11-07
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.	10  2009-02-28
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (58 / 58)  2008-11-07
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (264 / 264)  2008-11-07
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 58)  2008-11-07
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	3.79 % (10 / 264)  2009-03-01

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

3.12.1 ICT-integration index score	Data not available  2008-11-07

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)	16.0  2009-03-01
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  2009-02-28
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.)	24.0  2009-02-28
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.33 (8 / 24)  2009-03-01

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)	26.5  2008-11-07
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.	19.0  2009-02-28
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.	34.0  2009-02-28
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.56 (19 / 34)  2009-02-28

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.

Planning: ICT literate educators use • the Internet for searching for teaching and learning materials which they integrate in their lessons; • Microsoft Word Processor for preparing lesson plans, typing examination papers, and lesson notes; • PowerPoint for preparing classroom presentations with multimedia elements Teaching: Most ICT users use PowerPoint and digital projectors for lesson delivery in their classrooms. Communication: some participants indicated that they use E-mail, Yahoo Messenger, and Skype to communicate with their learners on a regular basis, though cellphones are the most common media for communication with students because most students do not have reliable access to the Internet. Assessment: Educators (all faculty members) process their course grades online, using the online student information system. Some use Microsoft Excel as a teaching tool (Mathematics), while others use it to process their students temporary reports (continuous assessment records). Most faculty members have limited skills and knowledge in ICT integration for teaching and learning. Most ICT users basically rely on PowerPoint presentations as if that was the only way to integrate ICT into instruction. Many expressed their desire to get trained in the use of multimedia authoring software to create instructional materials. Others also emphasized their need for skills and knowledge in Internet surfing for research, teaching and learning materials. Some also would like to learn how to create course and personal websites for their academic works and students.   2009-02-28

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.

Examples of ICT-based productions by teachers (2009-02-28)   2009-02-28

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	Students use • the Internet for searching for learning materials, downloading driver software for repairs, and online chats; • Microsoft Word for assignment documentation, • Microsoft Excel for processing students’ grades, • PowerPoint for class presentations, • Windows Movie Maker for preparing educational documentary movies (Special Education) , • E-mail service for communication amongst students and instructors Students reported that their surfing of the Internet for several hours does not adversely affect their academic work. The students asserted that most of their instructors do not use ICT in their classrooms, though some faculty members require students to use the Internet to search for information for their assignments. Though almost every student at the University has a sophisticated mobile phone and watch TV everyday, none of the interviewees indicated how they use these media for their learning. When asked how they would use ICT in their own teaching after graduation, students indicated they will integrate off-the-shelf educational software in their lessons. For instance, one mathematics student mentioned Derive 6 as a possible tool he would use to teach Mathematics in the future.   2009-02-28
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2008-11-07
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Data not available 2008-11-07
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Data not available 2008-11-07
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Data not available 2008-11-07
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Data not available 2008-11-07

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	25  2009-02-28
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	13  2009-02-28
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	Mathematics Education: over 80% of faculty members use ICT in their instruction; mathematical software such as Derive 6, Maple, MatLab; multimedia authoring tools such as CamStudio, , Camtasia, ULead Studio, Authorware, etc; has a departmental computer lab with 50 PCs, 3 digital projectors; each faculty member has access to an office PC, etc Special Education: Music Education: has a computer lab, music composition software Home Economics Education: 3 faculty members are users of ict for their instruction Guidance and Counseling: one lady is a regular user of ict in her instruction Science Education: some faculty members use excel, ppt, the coach in their instructions Mathematics Education: Besides the basic Microsoft Suite productivity tools, the faculty use multimedia authoring software, mathematical packages (Maple, MatLab, Derive 5 or 6, SPSS, programming languages ICT Education: all instructors and faculty members use ict in teaching and learning. software range from office site, graphics, programming languages Creative Arts Education: AutoCAD and other graphics applications such as CorelDraw, Photoshop, etc Technology Education: Computer graphics applications Health, Physical Education, and Recreation Studies:   2009-02-28
4.5.4 The percentage of courses taught using ICT	52.00 % (13 / 25)  2009-03-01

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.

Lecture halls equipped with multimedia PCs, digital projectors, classroom seating arrangement to make interaction with learner more effective, easy access to the Internet, and access to computer labs (ICT center and computer labs, Carnegie sponsored café, graduate lab) though not enough have helped educators in their use of ICT. Interviewees reported that students’ motivation for the use of ICT (particularly when used to demonstrate real-life settings), ICT literacy workshops to encourage older faculty who are computer-phobic, and students’ ownership of laptops would also help educators in their use of ICT for instruction. Students’ ability to surf the Internet for information and knowledge would also help educators to integrate ICTs in their instructions. High educators’ levels of competences in the use of certain software and equipment would enhance faculty integration of ICT in their instruction. For instance, some faculty members expressed their desire to learn how to use multimedia authoring software and equipment to make educational movies, how to design course websites to upload their digital content, and how to use SPSS to analyze statistical data  2009-02-28

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.

Faculty are of the view that unreliable power supply, network/internet breakdown/disruptions, down-time of equipment, insufficient access to digital equipment (digital projects, camcorders, cameras, etc) and computers, students’ insufficient access time with computers in the various labs, large class sizes (150 – over 3000 in class) adversely affect use of ICT in class. Faculty expressed the need for each member to own a laptop and or office PC to help them plan their lessons more effectively and timely. Educators contend that large classes make group work unreliable and active participation of all students in group projects cannot be guaranteed. Inadequate ready technical support for faculty in their use of ICT is a demoralizing factor. Some are of the opinion that lack of ICT literacy workshops for the older faculty would further discourage such faculty from integrating ICT in their instruction. Lack of Internet connectivity, PCs and their accessories (printers, Scanners, etc) in classrooms hinder educators use of ICT in instruction. Faculty explained that the absence of these gargets in classroom settings does not encourage the use of ICT in classrooms. The lack of administrative support and incentives innovative faculty who integrate ICT into their instructional activities and for their students’ learning also does not encourage late adopters in the diffusion process to adopt ICT for teaching and learning activities.   2009-02-28

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.

Students reported that experienced instructors who integrate ICT in their teaching and learning, availability of adequate number of PCs, adequate access time to computing facilities, access to cheap and uninterrupted Internet services, availability of standby ICT assistants to assist students in times of difficulty, reliable power supply, motivation of students to use ICT in their learning were some of the factors that promote ICT use by learners. Some students believe that their instructors’ expert use of ICT in their lessons has motivated them to learn using ICT. Others are of the view that faculty who require their students to use ICT in their projects and assignments have helped students to use ICT for their learning. The various computer laboratories set up be the University for students’ ICT training have enhanced students’ access to ICT facilities on campus. Though students do not have official email accounts, most students rely on the Internet and mobile phones for communication within and outside their campuses. Access to cheaper Internet services was therefore seen as a key factor that supports students’ use of ICT for learning. In the Ghanaian situation, which electrical power is disruptive, students see reliable power supply as another factor that enables the use of ICT on campus. Even though the main ICT Center at the South Campus has a standby generator, most of the time valuable instructional and learning time is lost through power outages.   2009-02-28

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.

Higher students : computer ratio, limited access time : lab not open weekends and after classes, technical support and down time of PCs, poor working environment : no air conditions, etc; limited ICT facilities (inadequate numbers of computers, no printers, copiers, scanners, etc), unreliable power supply, limited literacy in subject-based software, general low ICT literacy among many students, unreliable Internet connectivity, the inadequacy of the core ICT in meeting students’ ICT literacy needs, and most faculty inability to integrate ICT into their instructions were some of factors students cited as challenges or barriers to their use of ICT in school. Even though various computer labs have been set up for students’ ICT training and use, the large student population limits access time to only official time-tabled sessions and limited access after classes. Most labs are not open after 10PM on working days, and none is officially opened during weekends. The situation is aggravated by acute shortage of ICT facilitators and technicians, who could otherwise run a shift system to extend access time for students. The Internet service in the University at the moment is disruptive and not reliable enough to support a large volume of users. But as students indicated, they do need access to cheaper and more reliable access to the Internet to help do their research and search for information to carry out their assignments and projects. It is probably the unreliable Internet services and lack of ICT integration skills and knowledge among most faculty members make ICT Integration in Classroom instruction a near impossibility. Some students see this situation as a barrier to their use of ICT in school. The Core ICT course aimed at providing general ICT literacy for all students of the University is seen as inadequate in addressing the diverse ICT needs of students. Some students agree the content is too much to fit a semester’s work, and suggested the training of Students in ICT should spread over three years and that students should given the freedom to choose modules that meet their needs. The University seeks to address these concerns by encouraging each academic department to design departmental ICT courses that meet the peculiar needs of their students.   2009-02-28

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.

Moderate innovative faculty members expressed their need for skills and knowledge in the following areas: (i) using presentation software and equipment in classroom settings, (ii) creating multimedia instructional materials using multimedia tools, (iii) creating course websites to upload their digital teaching and learning content, (iv) using statistical data analysis packages such as SPSS, (v) ICT integration techniques in instruction Beginning users, however, require basic ICT literacy of working with computers (basics of operating system: e.g. Windows user interface, storage, creating of folders, loading applications, etc), using basic word processing tools, and typing skills. Some of these faculty members also require competences in using PowerPoint to create lesson presentations. The University faculty members therefore have diverse ICT competency needs. The ongoing technology professional development plan seeks to address these diverse needs by shifting away from mass ICT workshops to more personalized peer-to-peer and small group session. It is only when faculty expressed needs and concerns are factored into such training that the technology professional programme could yield the desire effect.   2009-02-28

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.

Multimedia authoring skills, typing skills, knowledge of using ICT gargets (digital camera, etc), surfing the Internet to efficiently search for information, skills and knowledge of using subject-based software packages were some of the competences required by learners for ICT use. Others expressed the need for competency in troubleshooting computer problems, and how install programmes. Students now do type written assignments and require the typing skills so they can prepare their documents all by themselves rather than relying of typists who help them at a cost. Techniques for surfing the Internet are required to help students purposefully search to relevant information much more quickly. Students at the moment pay for Internet services at the public cafes and finding more efficient ways of surfing for specific information is a required competence by all students. Besides Mathematics, Science, Creative Arts, Home Economics, Music, and ICT programmes, most other subject areas at the moment do not integrate ICT into their teaching and learning. Students therefore expressed their need for competency in using their respective subject area software packages to learn.  2009-02-28

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).

ICT in education-related research publications (2009-02-28)   2009-02-28

4.12.2 Number of ICT in education-related research publications

1  2009-02-28

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions' “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible.

Pioneering initiative in ICT in education (2009-02-28)   2009-02-28

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2008-11-07

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	Faculty stated that the use of ICT has enhanced the quality of lesson preparation, delivery and assessment. They claimed that the use of the Internet to get new ideas to incorporate in lessons has enriched the content of their instruction. Other also viewed the use of the Internet to conduct their research as having a major impact on their professional development. They also said that ICT use has helped to strategize their instruction to cope with large class sizes at a time, and that the use of multimedia tools to prepare instructional materials has helped contextualized instructional content. Some faculty are also of the view that ICT use has helped them to save time in planning their lessons through access to readily available teaching and learning materials on the Internet and application packages. They also indicated that ICT use has enhanced quality lesson plans through activity-based activities that engage learners.  2009-02-28
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Faculty members were of the view that ICT use has helped to explain concepts to large group at a time through the use of PowerPoint for instructional delivery. They claimed that PowerPoint makes lesson presentation more systematic, clearer, and less talking. Some were also of the view that ICT use in classroom settings promotes class discussions and extend students’ learning. Others contended that ICT enables them to to incorporate multimedia elements in instruction help not only to contextualize learning but also engage learners during .the lesson delivery. There is the general feeling among faculty that the use of ICT in classroom settings helps to motivate students’ learning and enhance their understanding. They cite the fact that students are more willing to conduct research using the internet to get very current information. Some faculty are also of the view that ICT use allows for a variety of instructional strategies and that does not only make teaching easier and more interesting but also meet the diverse learning needs and styles of heterogeneous classes. Yet other educators felt that the use of ICT equipment such as digital projectors eases the tasks of writing on chalkboards and making easier their teaching. Some faculty thought the use of ICT to create hyperlinks to other sources of information both internally and externally has helped to extend learners’ access to knowledge and information.   2009-02-28
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Most faculty members were of the view that ICT use makes assessment better and quicker through project-based learning and assessment. One faculty member remarked that “…, practicum assessment includes students producing video taped counseling sessions they are involved on CDs, watching and answering questions based on videos”. The biggest impact of ICT use on assessment at the University of Education, Winneba can be felt in students’ grade processing. Faculty use of the students’ online information management system to enter exam scores online has reduced computational errors in students’ results and grades. The various levels of security checks through varying access rights and privileges of various categories of users has helped to eliminate or minimize favouritism among faculty members. The use of ICT makes it easier to evaluate students’ work, particularly for large class sizes through email use for assignment delivery. According to some faculty members, the use of spreadsheets or the students’ online information system to process students’ grades was quicker for such large classes (over 350 in a class).  2009-02-28
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	According to some faculty members, students are encouraged to submit assignments through email, as one faculty member remarked “…, [I do] not use ICT to communicate between me and my students but students are free to do so”. Most students do not use email but instructors share information with the few that have email accounts and colleagues. At a high cost at the public Internet cafes, students’ use of email, Skype, and yahoo messenger to communicate with colleague learners regularly. But their use of cellphones/mobile phones is the dominant medium of communication between instructors and students, since most students do not have internet access.  2009-02-28
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Some educators think of the impact of particular lessons have on learners and how best to present the next lesson, and how innovative they can be without indicating how ICT helps in all these issues; the use of pictures and videos from the local environment motivates students to learn and to relate better with what is being taught, ICT also helps me to modify my methods of teaching (how?); using MS Excel to perform trends analysis helps me to determine learners’ performance over a period.   2009-02-28

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.

Students are now abreast of current learning materials through their use of the Internet and CD-ROM learning materials. Mathematics students for instance indicated that mathematical software helps them with computational tasks. One area students considered to have impacted on their learning if the use of SPSS to analyse data. Special Education and Mathematics Education students said their use of multimedia to create suitable teaching and learning materials has enriched the lesson content and facilitated the understanding of materials. The commonest view was that the use of the Internet has greatly impacted on the quality of students’ learning and performance. Students’ sources of information and knowledge are no longer restricted to textbooks and instructors’ notes alone, but students now have access to a vast volume of academic materials on the World Wide Web. The web has enhanced students’ access to online material for learning (widen sources of information), collaboration with peers and experts elsewhere. Overall, the impact of the Internet is recognized by students, as they see their academic performance improved due to info from research on Internet.   2009-02-28

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.

Faculty observed that ICT enables students to be more independent of their instructors. They explained through ICT-enabled inquiry-based learning, students are now innovative and creative. They observed that rote learning, which was quite common among students, has been significantly minimized since students started using the Internet and online resources. Thus, the overall impact of ICT on students’ learning is that the quality of students’ performance has increased. However, the fact that most faculty members do not integrate ICT in instruction has impacted negatively on student use of ICT for learning purposes.  2009-02-28

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.

Most students said that the Internet, online library resources, and CD-ROM materials (tutorials/Drill packages) have helped to widen the sources of information and knowledge for students’ learning. Students have access to current information on various topics. Students’ no longer depend on faculty alone for learning materials was the norm in the past. The inter-library lending facility at UEW has further enhanced students’ access to learning and research materials.   2009-02-28

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.

Faculty observed that the Internet has increased students’ sources of information. Following the inquiry-based learning strategies, faculty direct students to online resources. Faculty are of the view that ICT has (i) Broadened sources of information and knowledge (ii) Broadened the knowledge base of students (iii) Increased students’ access to up-to-date information online for those students that are prepared to learn (iv) Enabled students to use course manuals to work ahead, researching the web., and (v) enhanced students’ creativity and innovativeness  2009-02-28

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.

Students most see the impact of ICT on documentation in the following areas: (i) Assignments and projects, (ii) data analysis, and (iii) report writing, They also claimed that ICT-enabled documentations have enhanced and enriched class discussions.   2008-11-07

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.

Some faculty members are of the view that, generally, ICT use has increased the quality students’ work because of students’ own research. The quality of term papers and long essay has improved as a result of students’ use of word processors and multimedia embellishments in the documentations. One Home Economics faculty member remarked that “… [students’] assignments are now neatly typed and bound. …, [students] use pictures to explain points; …, [students are able to design] pretty packaging and labels using ICT”  2008-11-07

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  2009-02-28

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

The University of Education, Winneba prepared a Corporate Strategic Plan spanning the period, 2003 to 2008, which outlines, among other things, how UEW intends to use information and communications technologies (ICT) to achieve its set objectives. As a follow up on the Strategic Plan, UEW formulated an ICT Plan over the same period. The ICT Plan provides a framework to guide the development of ICT infrastructure, deployment and use for the realization of UEW’s goals. It will ensure that UEW harnesses the most cost-effective, contemporary ICT for the benefit of teacher education and training in Ghana. The plan stipulated the deployment of technologies such as: • Local-area, campus-area and wide-area networks (LAN, CAN, WAN respectively) • Interactive multimedia technology for distance education • Management Information System (MIS) • Emerging technologies, etc. The plan also focused on issues such as training of ICT personnel, ICT training – for academic, administrative and support staff, facilities management, and redress of gender imbalance The goals of the plan were therefore: • Improving ICT Infrastructure to provide: (i) improved services for students’ needs; (ii) a Management Information Systems of the University • Initiating Innovative Programmes to: (i) Improve upon the provision of Distance Education. (ii) Integrate Information and Communications Technologies into the teaching and learning processes of the university. Though the plan period expired in 2008 and its impact is yet to be evaluated, one can report that the ICT infrastructure (networks, Internet connectivity, computing facilities, etc) have moderately improved in all campuses of the University. However, the intended innovative initiatives have not yielded the desired impact because of inconsistencies in administrative policies that stalled the implementation of these initiatives.   2008-11-07

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  2009-02-28

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.

Until recently, the maintenance of the University ICT facilities and equipment was contracted to a private ICT company. But as a result of unsatisfactory performance and because the University’s ICT personnel strength has increased over the years, the contract was abrogated. The University has an internal maintenance plan. The ICT department has the responsibility of maintaining the ICT resources of the University. A team of technical staff, headed by a coordinator (ICT-Technical), is charged with that responsibility. There is routine maintenance schedule for the personnel. The coordinator reports to ICT Head of Department not only on maintenance but also advice on equipment replacement and replenishment of equipment such as computers, printers, and other resources.  2008-11-07

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.

Yes  2009-02-28

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

The university with financial assistance from Carnegie Corporation of New York, USA, has set up an Internet Café at the premise of the Institute of Education Development and Extension (IEDE). The outside community has access to this facility at a non-commercial rate of 60 cents per hour. Most patrons of this facility are Senior High Schools and a Nursing Training School in and around Winneba. The community (business) also gets training opportunities at the lab on demand. During the long vacation (summer), the ICT Center at the South Campus is used to train SHS teachers in ICT literacy and integration in teaching and learning.   2009-02-28

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

7.4.1 Number of managers	40  2008-11-07
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	The top management consists of seven principal officers: The Vice Chancellor, Pro-Vice Chancellor, Registrar, Finance Officer, the Librarian, and Principals of the Kumasi and Mampong Campuses. These form the Executive Committee of the University, which is responsible for the University’s daily operations. This committee reports to the University Council. The next level of managers includes Deans and Directors of Faculties/Colleges/Schools/Institutes. They are assisted by Heads of Department. This group is responsible for developing academic curricula, supervision of teaching, learning and research, and monitoring students performances. There are other managers such as the Dean of students’ affairs, Counseling Center, etc, who are responsible for welfare of students on campus (student accommodation, Health, Recreational, Organizations/Clubs, etc).   2009-03-01
7.4.3 Number of managers trained to use ICT	10  2009-03-01
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.	Faculty members, who include the Deans and Heads of Department, participated in technology professional workshops organized by the University in the 2003/2004 and 2004/2005 academic years. They went through basic ICT literacy, and were taught basic skills in using Microsoft Office Suite and multimedia equipment for classroom activities. ICT Center periodically organizes ICT training sessions for senior administrators (basically on use of the Internet for communication and advanced Word processing and Spreadsheets). Since the 2005/2006 academic year, however, the implementation of the faculty technology professional development programme has not been regular. The consequence is that most faculty members, including some of these managers, have relapsed in the use of ICT in Education. The new strategy in the revived programme is offer mentorship and peer-to-peer sessions on a weekly basis   2009-03-01
7.4.5 Percentage of managers trained to use ICT (in education)	25.00 % (10 / 40)  2009-03-01
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.	3  2009-03-01
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.	37  2009-03-01
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2009-03-01
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  2009-03-01
7.4.10 Percentage of female managers in the institution	7.50 % (3 / 40)  2009-02-28
7.4.11 Percentage of male managers in the institution	92.50 % (37 / 40)  2008-11-07
7.4.12 Percentage of females managers trained to use ICT in the institution	33.33 % (1 / 3)  2009-02-28
7.4.13 Percentage of male managers trained to use ICT in the institution	24.32 % (9 / 37)  2009-03-01

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.

Impact of ICT education on management practices can bee seen in several areas. For instance, the use of the online Student Information System software to generate and manage students’ records (registration, graduation, admission, transcripts) has helped the University management to access records in timely and efficient ways. Also, the University currently uses TOPACK software for processing financial data; this makes it easier for auditing the University’s accounts, and offers access to accounts by management with a click of a ‘button’. Another area that ICT education has impacted on management practices, is maintaining employee records. Staff data on human resource planning, and compensation management are now easily accessible to management through Human Resource Information Systems (HRIS) installed at the Human Resource Division. Management communication has equally improved a great deal, as result of Internet and on-campus radio services. Most managers today can readily send and receive email messages, send announcements to wider students’ population. Through broadband connectivity, video conferencing technologies are available for conducting meetings (synchronous) among the Winneba, Kumasi and Mampong campuses. In sum, business processes are now effectively executed through the use of web services. Functional staffs in organizations can now use technology for transaction processing, while top management executives can have access to summarized data provided, through Management Information Systems (MIS). Indeed, technology education has, and continues to influence management practices in industries. This has also contributed to challenges facing firms in area of gaining competitive advantage (Porter, 1985). Reference: Porter, M. (1985). Competitive advantage: Creating and sustaining superior performance. New York: Free Press   2009-03-01

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.

As mentioned earlier, a number of academic Departments have started using ICT for teaching and learning. The use of ICT has had impact in the following areas in such departments: • Enrichment of the curriculum through the incorporation local teaching and learning materials that multimedia equipment and editors have allowed • Expansion of sources of information and knowledge of learner through access to online teaching and learning materials • Improved communication and interactions between learners and faculty members through the use of mobile phones and the Internet • Students have taken their learning into their own hands through inquiry-based learning and constructivist instructional strategies that ICT has enabled • Generally, students’ performance have moderately improved as some faculty observed that the quality of assignments and projects has improved • ICT has enhanced the use of a variety of methods of instruction (Project-based, inquiry-based, cooperative/collaborative learning)   2009-03-01

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.

The Internet has made it possible for faculty to conduct research, obtain teaching learning materials, and assess students in efficient ways. The University has a Continuing Education Center, which coordinates faculty continuing education, particularly new faculty members. One area the ICT has helped the Center is in the training of newly recruited faculty in digital content development and instructional delivery strategies. As observed earlier, the University’s Technology Professional Development Plan envisaged an on-going training of faculty in the use of ICT for teaching and learning. Even though this goal has not been pursued consistently since the 2005/2006 academic year, marginal impact has been realized in faculty’s desire to learn new ways of teaching and learning, using ICT tools.   2009-03-01

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.	40  2009-03-01
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.	Generally, the ability of managers to use ICT in the University is low. Most managers in administration for instance still depend manual processing and sharing of information on paper, despite the availability of email services in their offices. Most managers have no ability to surf the World Wide Web for relevant information. In some instances, managers may even ask their secretaries to access the emails for them. About 10 managers, however, are able to use ICT skills in various ways: Word processing, grade processing, communication, and research.   2009-03-01
7.8.3 Percentage of managers with email addresses	100.00 % (40 / 40)  2008-11-07

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.

Managers recognize the following factors as barriers/challenges hindering the achievement of institutional ICT related goals: • limited ICT resources and facilities for an increasing students population • in adequate technical support hinders students access • inadequate ICT skills of faculty is a barrier to ICT usage • time constraints facing faculty in attending professional ICT workshop • some faculty members still faces fear(cyberphobia) in technology usage. • Inadequate administrative support over the years has also hinders technology usage   2009-03-01

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

The main success stories in ICT in education is in the area of providing basic ICT Literacy skills for all first year students in all faculties of UEW. This has greatly encouraged UEW graduates to become life-long learners in technology education; a feat ascribes to UEW students, since students take the GPD 113 as a core course. Secondly, the Centre for Schools and Community Science and Technology (SACOST) uses ICTs to develop contextualized content for the teaching of the sciences at pre-university level in Ghana. This particular project used local teaching and learning materials, which were rendered digital, using multimedia tools.   2009-03-01

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.	13685  2009-03-01
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.	13685  2009-03-01
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	11297  2009-03-01
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.	11297  2009-03-01
9.1.5 Percentage of male learners who have access to computers	100.00 % (13685 / 13685)  2008-11-07
9.1.6 Percentage of female learners who have access to computers	100.00 % (11297 / 11297)  2008-11-07

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.	264  2009-03-01
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.	264  2009-03-01
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	58  2009-03-01
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.	58  2009-03-01
9.2.5 Percentage of male teachers who have access to computers	100.00 % (264 / 264)  2008-11-07
9.2.6 Percentage of female teachers who have access to computers	100.00 % (58 / 58)  2008-11-07

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.

Apart from the Centre for Schools and Community Science and Technology SACOST’s success story involving the development of contextualized content for the teaching and learning of the sciences, the university has not recorded any significant content development in the African context.   2009-03-01

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	40  2009-03-01
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	40  2009-03-01
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	The use of assistive technologies, such as the brail, tape/digital voice recorders, the JAW , which converts text to speeches have been of immense help to the visually challenged learners.   2009-03-01
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (40 / 40)  2008-11-07

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.

According to educators, first language/mother tongue has no relationship with ICT in education, because the medium of instruction at all levels of education in Ghana is the English language. Because learners are instructed in English language, all teaching and learning materials, including computer applications are all in English. Most learners from the upper primary onwards cope with the language. In the University, students of all categories have no difficulty in learning with ICTs.  2009-03-01

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.

Since local digital content development in native languages is not in practice at the moment in Ghana, community perception of the relationship between first language and ICT use does differ  2009-03-01