ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2009-02-10
2.1.2 Percentage of computers connected to the Internet	95.42 % (125 / 131)  2009-07-30

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2009-02-10
2.2.2 Types of connection and bandwidth	radio connection 512 kbps  2009-02-10
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.	125  2009-02-10

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	56  2009-02-10
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	131  2009-02-10
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.)	116  2009-02-10
2.3.4 Ratio of educators to computers	0.48 (56 / 116) educator(s) per computer  2009-07-30

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1200  2009-02-10
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.)	116  2009-02-10
2.4.3 Ratio of learners to computers	10.34 (1200 / 116) student(s) per computer  2008-11-11

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  2009-02-10
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 professional duties of the College’s Laboratory Manager is to act as the Network, Web Server and Email Administrator, being responsible for installing, managing, developing and maintaining the ICT equipment and facilities. He co-ordinates all courses and activities pertaining to ICT issues within the College.   2009-07-30

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.

Types of software used for administrative and educational purposes: • Word processing (MS Word, Word Pad, Notepad) • Spreadsheet (MS Excel) • Presentation (MS PowerPoint) • Database (MS Access) • Publishing (Desktop publisher) • Web resources (Internet, web page and e-learning facilities) • Adobe Acrobat Standard • Adobe Reader • NetBean • Mavis Beacon • Notepad ++ • Penthumb   2009-07-30

2.7 Institution ICT-connectivity rank

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

2.8 The rank of ICT-enablement by institution

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

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 teacher training School of Education currently trains teachers at the levels of Primary Teachers’ and Higher Teachers’ Certificates (PTC and HTC, respectively) and Early Childhood Development (ECD) Certificate. This teacher-training School of the College has been graduating student-teachers for over the years.   2009-07-30

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	56  2009-07-30
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.	13  2009-02-10
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.	43  2009-02-10
3.2.5 Percentage of female teacher-trainers in the institution	23.21 % (13 / 56)  2009-07-30
3.2.6 Percentage of male teacher-trainers in the institution	76.79 % (43 / 56)  2009-07-30

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	53  2009-02-10
3.3.2 Percentage of teacher trainers with email addresses	94.64 % (53 / 56)  2009-07-30
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.	13  2009-02-10
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.	40  2009-02-10
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	100.00 % (13 / 13)  2009-07-30
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	93.02 % (40 / 43)  2008-11-11

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.

About 80% of the teacher-trainers have the ability to use basic ICT facilities. The Computer Laboratory Manager is very competent in ICT use.   2009-02-10

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	3  2009-07-30
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.	1  2009-02-10
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.	2  2009-02-10
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	7.69 % (1 / 13)  2009-07-30
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	4.65 % (2 / 43)  2009-07-30

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	56  2009-07-30
3.6.3 Number of female preservice educators	13  2009-02-10
3.6.4 Number of male preservice educators	43  2009-02-10
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.	23.21 % (13 / 56)  2009-07-30
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.	76.79 % (43 / 56)  2009-07-30

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	26  2008-11-11
3.7.2 Percentage of preservice educators with email addresses	46.43 % (26 / 56)  2009-07-30
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.	4  2009-02-10
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.	22  2009-02-10
3.7.6 Percentage of female preservice educators with an email address	30.77 % (4 / 13)  2009-07-30
3.7.7 Percentage of male preservice educators with an email address	51.16 % (22 / 43)  2009-07-30

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  2009-02-10
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 School of Education introduces trainee-teachers to basic ICT and this is taught as a module in the curriculum to help trainees to use ICT in their lesson delivery and personal development.   2009-07-30
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.	No  2009-01-06
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.	ICT facilities are not enough for every teacher-trainer, as there are inadequate human resources with the requisite ICT skills. There is an official timetabling of ICT for the teachers as part of the curriculum. No future plan has been stated for ICT facilities at the College  2009-07-30

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.

The School of Education of the College has several desktop computers and one laptop. Some of these computers have Internet connectivity for use. Various software packages like: - MS Word, - MS Excel, and - Web resources are used by the School of Education for teacher training.   2009-07-30

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	10  2009-07-30
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	5  2008-11-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	17.86 % (10 / 56)  2009-07-30
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	8.93 % (5 / 56)  2009-07-30
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.	2  2009-02-10
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	8  2009-02-10
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.	1  2009-02-10
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.	4  2009-02-10
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	12.50 % (2 / 16)  2009-07-30
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	13.33 % (8 / 60)  2009-07-30
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6.25 % (1 / 16)  2009-07-30
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6.67 % (4 / 60)  2009-01-06

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

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

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)	8.0  2009-07-30
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  2009-02-10
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.)	8.0  2009-02-10
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (8 / 8)  2009-07-30

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)	0.0  2008-11-11
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  2009-05-25
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.	0.0  2009-05-25
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (0 / 0)  2008-11-11

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.

The different types of ICT applications used by educators include: • Word processing packages such as MS Word and Penthumb • Presentation packages such as MS PowerPoint • Spreadsheet packages like MS Excel • Web resources like Internet These are used by some of the educators for teaching purposes and personal work. They also help educators in preparing lecture materials for the learners.   2009-07-30

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  2008-11-11

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.	The different types of ICT applications used by learners include: • Word processing packages such as MS Word • Spreadsheet packages like MS Excel • Web resources like Internet These are used by the learners for academic purposes, mainly as part of the timetabled IT courses during the summer for HTC students. They help students while doing their assignments and in doing their personal work.   2009-07-30
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  2008-11-11
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 2008-11-11
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 2008-11-11
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 2008-11-11
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 2008-11-11

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.	17  2009-02-10
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).	14  2009-02-10
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).	The courses taught using ICT, mainly using presentations or web resources were: • English • Mathematics • Social and Environmental Science (SES) • Science • Educational Professional Studies (EPS) • Gender Studies • Population and Family Life Education (Pop FLE) • Computer studies (only for summer session period for HTC students) • Agricultural Science • Home Science • French • Educational Technology • Research Methods   2009-04-25
4.5.4 The percentage of courses taught using ICT	82.35 % (14 / 17)  2009-07-30

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 main factors that support ICT use by educators at the College’s School of Education include: •Excellent maintenance service   2009-07-30

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 major challenges to ICT use by educators at the School of Education of Gambia College are: • Educators do not have web facilities at home which facilitate work at home • Most of the computers being used are old second-hand equipment • The Server sometimes has problem • There are frequent electricity/power shortages, which disrupts work.   2009-02-10

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 factors that support ICT use by learners include - Adequacy of computer hardware equipment and softwares for learners - Increase in usage time, especially for week-ends - Regular and continuous electricity supply as it is happening now.  2009-05-25

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 main challenges to ICT use by learners are: - Irregular and non- continuous electricity supply, - The inadequacy of computer hardware equipment for learners, most of which are old   2009-07-30

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.	Acquisition of computing skills dealing with word processing, calculations using excel, database design and management and web surfing/browsing and emailing are key competencies required by educators to use ICT in a pedagogical context.   2009-02-10

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.	Acquisition of computing skills dealing with word processing, calculations using excel, database design and management, web surfing/browsing and e-mailing, updating the acquired ICT skills in new technologies and other ICT proficiency are key competencies required by learners to use ICT.   2009-07-30

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).

Data not available  2008-11-11

4.12.2 Number of ICT in education-related research publications

0  2008-11-11

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.

Data not available  2008-11-11

4.14 The rank of ICT-integration by institution

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

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.	Gambia College – School of Education educators stated that ICT has enhanced development of teaching materials a great deal; it also enhances the designing of course outlines, content and objectives as well as the production of lesson plans. The most perceived impact of ICT in lesson plan production is its capacity to reduce the time spent on editing or making adjustment on existing ones to effectively achieve their lesson objectives. Editing facilities of ICTs makes the development of lesson plans faster and easier. The quality of lesson plans is better, because ICT effectively supports editing or making adjustments to better achieve lesson objectives.  2009-07-30
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.	The perceived benefits of the use of ICT in teaching are the enhancement of pedagogic techniques, lesson planning and evaluation as well as information access and sharing. Lecturers are able to research on the internet examples of lessons plans that incorporate hands-on activities, small-scale experiments and projects to promote student-centered pedagogic techniques, especially for the Mathematics, Science and Technology Departments. Evaluation of the effectiveness of the lesson plans and learners understanding is also enhanced, because ICT supports the production of dynamic and interactive learning and teaching materials that changes according to learners’ or educators’ needs. Use of projectors and PowerPoint presentations allows lecturers to summaries lectures and put the most salient points on it. Learners are also compelled to be more proactive and look for supplementary materials from provided URLs (Uniform Resource Locators) or other educational sites.  2009-07-30
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.	Use of ICT in Education has expanded on the traditional continuous assessment methods of the College from quizzes, end-of-semester examinations to include presentations and projects which also incorporate data collection and analysis on the learners’ part. Educators’ also are able to assess the effectiveness of their lessons and make necessary improvements to achieve their objectives.  2009-07-30
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.	The most observed impact on educator-learner communication arising from use of ICT is the quality of discussions that is generated in lecture rooms. Learners demonstrate a depth of understanding of issues beyond what is taught in lecture theatres. This has created a situation whereby not only learners get information/knowledge from educators but vice-versa. The use of ICT has the intrinsic value of enhancing the quality of work (assignments including long essays, projects and presentation) done by learners. ICT supports research and avail learners the opportunity to access very up-to-date and relevant information from educational web-sites.  2009-07-30
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.	Educators stated that teaching has an aspect of trial and error in terms of lesson planning and pedagogic techniques. These aspects of teaching are greatly supported by the use of ICT in education. For example lesson plans can be fine-tuned as much as possible by the educators to meet lesson objectives. Having access to educational resources to develop course outlines and content helps to elevate the quality of teaching. Use of PowerPoint presentations, projectors and other multi-media devices give lecturers the opportunities to shift from the traditional method of teaching (chalk and talk) to more innovative teaching techniques. The use of ICT also encourages learners to take ownership of their learning in selecting what courses best meet their needs or Faculty/general requirements.   2009-07-30

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 identified access to information as a major challenge faced in the absence of information and communication technologies. However, availability of Internet Connectivity allows learners access to educational web-sites, e-Books, online journals and other web-based resources for their studies. This has helped them consolidate the concepts they learn in the lecture halls. The use of the College computer library also permits them to type their assignments and as a result improves the format of their work.  2009-07-30

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 stated that availability of internet-connectivity allows the learners to look up information on the internet to supplement the limited library resources in the College. This has greatly enhanced the quality of learners’ work in terms of content as well as presentation; the Learners are able to type their assignments neatly. They also demonstrate insight and deeper understanding of complex subjects through the analysis of statistical and other forms of data generated by means of research. Learners are also able to identify trends and come up with tangible solutions for given problems.  2009-07-30

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.

Access to learning resources from the library and the computer laboratory has increased learners knowledge and their ability to pursue self-directed learning and get information on their own. Learners also, no longer rely solely on educators and sometimes, using the course outline, go ahead and find course content and materials. This has allowed them to find out information and actively participate in class discussions. This has helped in improving their performance.  2009-07-30

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.

The main library of Gambia College opens 65 hours a week during term time and offers reduced services during holiday periods. In addition to the services offered by the library, there are 4 computer laboratories one of which is located at the Banjul campus. All the computers at Gambia College are connected to a Wide Area Network (WAN) and have access to broadband internet connection. The existence of the computer laboratory and the college library allows the learners to access vast amounts of information. The increased accessibility of learning resources has increased learners’ knowledge and the quality of their work. Discussions in lecture halls are more animated and the majority of the learners participate meaningfully.   2009-07-30

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.

Learners stated that using MS Words and other types of word processors has greatly improved not only their work , but has also considerably reduced errors arising from their inability to spell words and use grammar correctly. The spell checker highlight spelling mistakes and poor sentence construction which they revise to the correct form. The learners also use ICT to type their work, add photos, edit etc.  2008-11-11

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 lecturers identified the following impact in the documentations the learners produced:; the quality of work submitted by learners has improved in terms of presentation, grammar/spelling and standard of thoughts and analysis of those thoughts. The problems lecturers faced with illegible handwritings are minimized through the submission of typed work. The use of multimedia images to support their reports also enhanced the presentation of assignments.   2008-11-11

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  2009-07-30

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 College does not have a written ICT integration plan(7/15/2009), but there are many initiatives to incorporate it in education and management. Some of the College’s envisaged ICT Integration plan are as follows: 1. Establishment of an online distance learning package that can be accessed country-wide. There will be regional download centers with internet connectivity that will allow learners who are in remote areas without internet facilities to download course materials or upload assignments as well as do research. The benefit of the planned distant learning component of the College is that teacher trainees can study while on teaching practice. 2.Increase access by providing more computers and hopefully, increase computer-learner ratio to 1:1. 3.Establish a more stable electricity supply by procuring a more powerful stand-by electricity generator. 4.Re-define the internet access time for user to more than the present 1hr a day allocation. 5.Re-define computer user policy to include more comprehensive guidelines.   2008-11-11

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  2009-07-30

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.

The computing department provides a wide range of services which includes maintenance of computers, installation of software and making sure internet access is un-interrupted in all campuses. The maintenance can be routine: virus cleaning or checking components are in their right places or more comprehensive: replacing damage components. Procurement of new computers or resources is overseen by Board of Governors  2008-11-11

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  2009-01-06

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 ICT facilities of the College are only accessible to the learners, educators and management. Students are given usernames and passwords which allow them use the facilities for at most one hour a day or 5 hours a week. Students are free to use up their access time at one go or apportion it according to the one hour a day allocation.   2009-07-30

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

7.4.1 Number of managers	8  2009-07-30
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 are 8 managers; this includes Heads of Academic Units, Head of Administration and sections.  2009-09-07
7.4.3 Number of managers trained to use ICT	1  2009-07-30
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.	Seven out of the eight the managers have basic computer skills. However one of them has an advance certificate in ICT.  2009-09-07
7.4.5 Percentage of managers trained to use ICT (in education)	12.50 % (1 / 8)  2009-07-30
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.	2  2009-09-07
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.	6  2009-09-07
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.	0  2008-11-11
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.	1  2009-09-07
7.4.10 Percentage of female managers in the institution	25.00 % (2 / 8)  2009-07-30
7.4.11 Percentage of male managers in the institution	75.00 % (6 / 8)  2009-07-30
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 2)  2009-07-30
7.4.13 Percentage of male managers trained to use ICT in the institution	16.67 % (1 / 6)  2009-07-30

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 educators stated that ICT provides invaluable support in education management practices; It allows, to a great extent, by error-free data handling and analysis. Student records comprising of personal data, grades/performance are stored in a centrally controlled database management system (DBMS). The DBMS allows quick searches/queries of student’s records. Updating records is also faster and easier. Employees’ records are also controlled using a management information system. The use of intranet to facilitate sharing of information between staff: the Registrar stated that he can communicate with staff at the Banjul campus via the intranet, even when internet facilities are unavailable.  2009-07-30

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.	Several Departments at the College integrate ICT in teaching and to manage learners’ records and grades. The English Department, for example, use ICT to research for online for materials ranging from course outlines/content and practice/examination questions.   2009-07-30

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 ICT facilities of the College are only accessible to the learners, educator and management. Students are given usernames and passwords which allow them use the facilities for at most one hour a day or 5 hr a week. Students are free to use up their access time at one go or apportion it according to the one hour a day allocation.   2009-07-30

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.	Data not available  2008-11-11
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.	The educators are skilled at using Microsoft Office suite (Spreadsheet, Words, and Database Publisher) and browse for information on the internet. They are also able to share files and urgent information using the internet and intranet facilities of the College. PowerPoint presentations, projectors and public address systems are utilized in lecture halls and during other functions.  2009-07-30
7.8.3 Percentage of managers with email addresses	Data not available  2009-07-30

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.

The Registrar at Gambia College outlined the following as the main obstacles to achieving their ICT related goals: The Registrar at Gambia College outlined the following as the main obstacles to achieving their ICT related goals: 1.Getting the Regional ICT laboratory to support the planned distant learning programs for in-service and pre-service teachers. Land and building should be available to house the computers and other equipments. 2.Another requirement is the availability of electricity and internet connectivity. In some remote villages in the Gambia electricity supply, if available, is a rationed. Electricity supply is only available in early hours of the morning and at night consequently an alternative electricity supply must be considered if distant-learning is to be supported. Additionally, high speed internet connectivity must also be provided to support unlimited number of users, down-loads and up-loads of learning resources. 3.Educators’ professional development focusing on updating in the computer skills and training on use of certain applications and effective integration of ICT into existing curricula must be included in the professional development plans of the College. 4.Lack of or inadequate technical support specialists are another essential factor that perpetuates their inability to integrate ICT in education. The technical support requirements of the College include how technology is organised and used as well more general competencies such as: installation, operation, and maintenance of technical equipment (including software), network administration, and network security. Consequently it will be impossible to set up the distant-learning facilities of the College, without the existence of on-site technical support.   2009-07-30

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 “ success stories” of ICT integration at the Gambia College are as follows: 1.The efficiency of file sharing, resources sharing (printers etc.) And information sharing facilitated by the availability of intranet is an accomplishment to be proud of. Timely sharing of information is established through this avenue. 2.The Database Management System of the College allows them to store records of present and former students. 3.The intrinsic quality of ICT in enhancing the quality of learners’ assignments (presentation and content) is a significant feat.   2009-07-30

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.	Data not available  2008-11-11
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.	Data not available  2008-11-11
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	Data not available  2008-11-11
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.	Data not available  2008-11-11
9.1.5 Percentage of male learners who have access to computers	Data not available  2008-11-11
9.1.6 Percentage of female learners who have access to computers	Data not available  2008-11-11

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.	60  2009-09-07
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.	60  2009-09-07
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	16  2009-09-07
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.	16  2009-09-07
9.2.5 Percentage of male teachers who have access to computers	100.00 % (60 / 60)  2008-11-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (16 / 16)  2009-07-30

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.

The increasing speed and dissemination of ICT has influenced the educators at college in terms of content development. Lecturers have access to course outlines and content of other Colleges and adapt them to suit their purpose. ICTs make it possible for the College’s Students and Lecturers to have access to knowledge, skills and ideas about African Cultures and Systems.   2009-07-30

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.	1  2009-09-07
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.	1  2009-09-07
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.	Data not available 2008-11-11
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (1 / 1)  2009-07-30

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.

Similar to other learning institutions visited, The educators at Gambia College opined that there are no perceived relationship between ICT and the first language. This is largely due to that fact that English language is the medium of instruction at various levels of education in the Gambia.  2009-07-30

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 2008-11-11