ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2009-02-12
2.1.2 Percentage of computers connected to the Internet	10.17 % (6 / 59)  2008-11-11

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2009-02-12
2.2.2 Types of connection and bandwidth	Radio connection 512 kbps  2009-02-12
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	6  2009-02-21

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	83  2009-07-30
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	59  2009-07-30
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.)	57  2009-07-30
2.3.4 Ratio of educators to computers	1.46 (83 / 57) educator(s) per computer  2008-11-11

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	384  2009-02-21
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.)	33  2009-07-30
2.4.3 Ratio of learners to computers	11.64 (384 / 33) 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  2009-07-30
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 ICT Advisor is responsible for organizing training for the teachers and the administrative staff. He also advises the school on software maintenance and updating. He takes care of the school’s computers and makes sure that there is no virus or other software issues or malfunctioning of hardware.   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.

- Windows 2003 and 2007, - Vista, - MS Windows XP - Microsoft excel - Adobe  2009-02-12

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

3.11 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	83  2008-11-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  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	100.00 % (83 / 83)  2008-11-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 83)  2008-11-11
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.	25  2009-07-30
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	58  2009-07-30
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  2009-07-30
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.	0  2008-11-11
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 % (25 / 25)  2008-11-11
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 % (58 / 58)  2008-11-11
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 / 25)  2008-11-11
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 58)  2008-11-11

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)	1.5  2008-11-11
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.)	1.0  2009-07-30
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.)	2.0  2009-07-30
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.50 (1 / 2)  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)	4.0  2009-01-06
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.	4.0  2009-02-12
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	4.0  2009-02-12
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (4 / 4)  2009-01-06

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 educators at SBEC use Microsoft office applications (excel, Word, PowerPoint) and internet explorer to look for materials for their lessons. The educators use Excel to calculate and store students’ grades. The administration also uses Database to store learners’ records. Most of the educators find PowerPoint especially useful in demonstrating, modeling and explaining certain difficult concepts especially in science and technology lessons. Internet explorer allows them access to a vast amount of resources on the World Wide Web. Some of the educators also use Google or Netscape to verify whether the work learners submit is their own and not copied from the internet. SBEC follow the UK curriculum and this requires them to do oral and listening examinations in English and mathematics etc. As a result, Information and communication technologies such as tape recorder, television and CDs are used.  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.

Educators- Punishment Log File (2009-07-30)   2009-07-30

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.	Some of the Software the learners at SBEC use for their doing their assignments and projects are Microsoft office applications (Excel, Word, and PowerPoint), Publisher and internet explorer to access educational web-based resources. The learners also have access to CDs on different subjects such as Mathematics, Science and Technology, French, English etc. The learners have access to well equipped ICT laboratory with internet connectivity. Apart from the 1½ hrs of IT lessons a week, the learners have access to the IT laboratory during break-time or any free periods for the seniors. They also use tape recorders, radios and television. The use of application software such as Excel and Database, they say, makes it easier to track individual student performance.   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.	How Birds or Animals assist in Seed Dispersal (2009-07-30)   2009-07-30
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.	15  2009-02-12
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).	15  2009-02-12
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).	- English - History - Choreography - Mathematics - Religious Studies - French - Arts & Craft - Social Studies - Design & Technology - Geography - P.E. - English Literature - Swimming - Science - Martial Arts   2009-02-12
4.5.4 The percentage of courses taught using ICT	100.00 % (15 / 15)  2008-11-11

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.

Some of the factors that facilitate the integration to ICT in their lessons are computer literacy, availability of internet and access to ICT facilities. Computer literacy of both students and educators, in their view is the most important factor that facilitates integration of ICT in their lessons. In their opinion, if they do not know how to operate computers or the applications on it, it will be impossible for them to find it useful or use it for teaching. They are fortunate because all their educators are computer literate and know how to use Microsoft office application such as Words, Excel, Database, PowerPoint and Publisher. They make use of these applications to prepare their lesson plans and schemes of work. In addition, their ability to browse for information and the availability of the ICT facilities and high speed internet connectivity makes it easier and faster to access vast amount of reliable information.   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.

Educators at SBEC registered the following as barriers to the integration of ICT in teaching and learning; (1) For example, high cost of maintenance and the lack of censorship software that limit results of learners/educators search queries to educational sites only, are some of the challenges they encounter. (2) The high cost of computer components and digital resources such as educational CDs and antivirus software impact on availability. (3) Due to the use of external storage device such as USB drives and Zip drives by student and educators, they experience a lot of issues arising from computer virus. Also there is resistance to change by some staff.   2009-07-30

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 learners believe that being computer literate is a very important factor that facilitates their use of ICT for learning. Furthermore, having access and internet connectivity allows them to have access to a lot more information than what they get from their teachers. Access to ICT facilities also aids them in engaging in self-directed learning, project –based and activity-based learning. Having a good command of the English Language is another factor that helps them use ICT. For example when browsing for information on the World Wide Web, pop-ups and dialogue box sometimes appear and prompt them for action. If they were not able to read, write and understand the English Language, it would be impossible to execute those commands. The learners also find PowerPoint especially useful in making them organize their thoughts and deliver very coherent reports or presentations on given assignments such as, book reports. Availability of computers and the amount of computer time allocated to pupils were also deemed to be supportive.   2009-07-30

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 learners expressed the following as factors that hinder the use of Information and Communication Technologies: (1)They experience difficulties sieving through a lot of information to get the ones that are relevant to the topics they are researching. This is because the school does not have software to block pop-ups and other non-educational sites. (2) They can easily be distracted by friends on messenger and other social networks such as facebook while doing their assignments, projects or class work. (3) Although the internet access speed of 512kbs is sufficient , most of the time, it can be very frustrating when everyone is online browsing. It can get very slow and at times crashes all together. Another challenge is the little availability of extra free time to program more structured studies for ICT.   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.

The educators at SBEC opined that being computer literate and knowing how to operate computers and computer software as fundamental requirements for integrating ICTs into teaching. The know-how to use word processing, PowerPoint presentation and multimedia devices and the ability to browse for information on the internet must be present for a teacher to integrate ICT in their lessons.   2009-07-30

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.

In addition to having a good command of the English Language, learners also believed that the ability to use multi-media devices, downloading, organizing files, searching for information on the World Wide Web in addition to upgrading word processing and spreadsheet packages are key competencies required to effectively use ICTs for learning. Basic IT courses to learn about the various components of the computer and their uses as well as the types of networks are other advantageous expertise necessary for using ICT because, armed with such knowledge, they can fix certain problems on their own.   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.	The educators expressed that ICT facilitates the ease at which they prepare lesson plans and schemes of work. For example, the time it takes to prepare lessons plans for grades 1 to 6 is much faster using word processor than writing it down. Editing and making changes if the lessons do not go as plan is also easier to make the necessary adjustments. The use of application software such as Excel and Database, they say, make it easier to mark and track individual student performance, respectively.   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 vast amount of resources available on the internet guiding teachers on preparing child-centered lessons and activity-based learning impacts on lesson delivery. There is increased participation from learners whenever ICT is integrated in lessons. The use of Microsoft PowerPoint presentations, with videos and sound embedded, allows teachers to effectively explain certain concepts and align the curriculum with learners’ immediate environment and experiences.  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.	Educators use software such as excel to create templates of grading systems. This software automatically calculates and update students grade as they are entered. Even though most of the examinations are paper-based, students use web-sites with examination type questions to practice and get immediate feedback on their performance. These allow learners to assess themselves and work on their own to improve. Group work on certain topics is given to learners and they use software such as PowerPoint to present their findings.  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.	ICT helps both educators to organize their thoughts in preparing lesson notes or presentations for use in classrooms. The versatility of PowerPoint allows users to embed sound; pictures and videos make it a very powerful tool for teaching. Even for example where conventional laboratory materials are absent, videos of certain experiments can be shown to learners while the teacher guides them through the process. Moreover, asking learners to present certain concepts in front of their peers has greatly improved their communication skills. Integration of ICT into lesson has the inherent ability encourage child-centered learning. Educators at SBEC declared that whenever they use ICT to teach, learners are more engaged and actively participate throughout the lessons.  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.	Data not available 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.

The learners expressed that ICT facilitates the ease at which they prepare documentation with multi-media content for assignment and projects. Availability of ICTs also allows them to access more information than what they get from their teachers and school library.  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.

The educators at SBEC also see ICT as very useful in helping make teaching and learning an engaging, active process connected to real life. They opined that integrating ICT promotes child-centered method of teaching which considerably raise learner’s interest thus improving the quality of their assignment and projects and their ability to digest complex information and express it in their own words. Overall the educators at SBEC believe that ICT is an effective tool for teaching and learning. Teachers are not the sole repository of knowledge and learners can discover things on their own.  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.

Learners also have access to SAT practice websites and CDs to familiarize themselves with examination questions with various levels of difficulties. This allows them to solve questions and get immediate feedback regarding their performance. With these types of facilities, they are able to identify their weak areas, work on them and take the test again. This has a major impact in learner’s performance in examination.  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 impact of ICT, as stated by educators, is that learning is not restricted to only the four corners of the classroom and can go on even after school. All the educators do at times is provide a list of URLs of educational sites to learners for further exercises in Mathematics, Science and Technology, etc. The learners, during their own free time visit these sites and practice. Because of ICT, learners can pursue self-directed learning and not rely solely on their teachers. There is an intranet in place to allow senior managers to communicate even if internet connectivity is temporarily unavailable. Due to the success of the intranet, there are plans to provide the rest of the staff with official e-mails to facilitate the sharing of information within and outside the school premises.  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.

The learners stated that ICT allows them to organize their thoughts and format their assignments in ways that makes them easy to read. They also find it easier find it easier to edit their work because they can keep editing the same document rather than tearing up pages after pages or starting all over again when they wish to go in a different direction with assignment or projects. The use of the computers in-built dictionary and spell checker has helped in building their vocabulary  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 educators identified the following impact on learners` documentation: 1.Language: The use of spell checker and the ability of computers to highlight bad grammar allows the students to revise written statements and put them in their correct format. The use of thesaurus also has enable students to widen their vocabulary and learn the meanings of words. 2.Presentation of their assignment: the addition of images using for example,e camera phones further explains what learners do. For example, when learners write poetry on their favorite things, a picture will help qualify the subject matter. Apart from the ability to include multi-media images in documents, computers allow learners to format the assignment in terms of font style, size, colors etc. 3. The enrichment of the content of their assignment due to the accessibility of vast amount of information on the internet. They however asserted that ICT makes it difficult to ascertain the originality of learners assignment   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.

SBEC does not have any formalised ICT integration plans but the management has a very clear road map as to how they wish to integrate ICT in education. Presently their approach at fully implementing the usage of ICT includes the following: 1. The school’s official website is under construction and will serve to facilitate the sharing of information not only for managers, teachers, and learners but for parents as well as the outside world. 2. They organise staff-training workshop once a term to train the staff on using ICT for teaching and learning. The duration of the workshop is 5 hours each term. The teachers also are given Just-In-Time training if the need arises. 3.The Center also includes the ability of teachers to apply new technologies in the staff appraisal form. As a result teachers are eager to try out new and innovative methods of teaching. 4.The center currently has a 1: 11 computer – pupil ratio. There are plans to procure more computers to improve the access rate to hopefully 1:1. They have holiday programs where learners acquire Photography, Videograpy and editing and Desktop publishing skills.   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.

No  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 center has a consultant who advises who reviews existing systems and advises them with strategies for maintenance, phasing out obsolete equipment or upgrading them. This is done every term but they also have an IT technician who does routine maintenance, installation and repairing. A consultant also handles the procurement of new computers.   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.

SBEC does not allow external or community access to ICT facilities. It is a privately owned institution and operates from Monday to Friday from 8 o’ clock in the morning to around 5 in the evening. Even though they have scholarship programs for gifted learners, who may not be able to afford he school fees, the management feels that they feels that they are not ready for the implications of providing the community access to these facilities. Some of these implications are: damage to properties or the school resources and who is to be held responsible if computers and other multimedia devise are damaged.  2009-07-30

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

7.4.1 Number of managers	5  2008-11-11
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).	SBEC has a Director who oversees the Heads of the ECD (Early Childhood Development) Center, Head of primary school, and the head of the Junior and Senior Secondary Schools. In addition to these managers, there are head of departments for the various subjects in the Junior and Senior Secondary Schools.  2009-07-30
7.4.3 Number of managers trained to use ICT	5  2008-11-11
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.	The managers and educators at SBEC receive training on the integration of ICT in Education every term. The course content includes training on Microsoft Office suite (Word, Excel, PowerPoint, and Publisher) and the best means of integrating ICT in education to engage and raise learners’ Interest during lesson. Apart from training on new pedagogic techniques, for educators, manages are also trained on using staff appraisal systems and the school alternative disciplinary methods and other electronic documents. They also have training on browsing for materials and modifying them to suit the level of learners they are targeting and the purpose. Teachers are also given the chance to familiarise themselves with ICT gadgets in order to get rid of any inhibitions or phobia they may have  2009-07-30
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (5 / 5)  2008-11-11
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.	1  2009-07-30
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.	4  2009-07-30
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  2009-07-30
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.	4  2009-07-30
7.4.10 Percentage of female managers in the institution	20.00 % (1 / 5)  2009-07-30
7.4.11 Percentage of male managers in the institution	80.00 % (4 / 5)  2009-01-06
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (1 / 1)  2009-07-30
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (4 / 4)  2009-01-06

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 managers hold the view that ICT is invaluable not only for teaching and learning but it eases many aspect of their work vis-à-vis education management. ICT. For example, communicating via the intranet has considerably reduced the paper trail. This allows for faster sharing of information and makes it very easy for senior managers to keep each other informed on new developments in the other schools. They also find that the facility of computers to edit, cut and paste various parts of a document to make it more coherent and organized, invaluable. The head of the senior school stated that the ability to sort learners’ names in alphabetical order or organising data in tabular forms allows them to easily analyze it to determine trends in learners’ performance, behavior, etc over time.  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.

The managers stated that integration of ICT in subjects across the curriculum has improved the designing of course outline and content due to access to a vast amount of information on the internet. The center has also found it invaluable in bench-marking standards and competencies learners get from pursuing each course. They also compare course contents and outlines with those other local and international institutions and emulate good practices. It has also enhanced lesson delivery. The head of the senior school expressed that use of ICT in teaching and learning is especially useful in demonstrating certain processes. Especially in mathematics, science and technology. The use of CDs to demonstrate certain experiments where conventional laboratory materials are not available helps a lot. They have CDs in French, English Language and many other subjects done at the center.   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 emphasis on new and innovative ways of teaching, learning and educational management at SBEC compels the administrative staff and teachers to use or apply new technology in their teaching. The staff are even appraised on their ability to use ICT as a teaching tool as a result, they seize every opportunity availed to them to learn the most effective means of integrating information and communication technologies. Most training carried out at SBEC is through staff development workshop via a consultant or internal training organised by management. The IT technicians also provide training to staff, on request. The training opportunity allows the staff to grow the skill sets and perform efficiently in the classroom.  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.	5  2009-07-30
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.	Due to continuous professional development for the staff and teachers, all of them have the know-how to use Microsoft office suite and other multimedia devices for teaching. Most of the senior managers communicate and share files through the intranet. They also browse for information on the internet to get information on their subjects. Managers also store learners’ performance records and personal details on a database. This makes it very easy for them to retrieve information on an individual learner or a group of learners using queries. The use of forms also allows them to present the information in manner they like and print copies of it. The storage capacity of the computer also allows them to store learners’ records and determine trends in performance as they transit to different grades. As a result, interventions for learners according to their needs are easier.  2009-07-30
7.8.3 Percentage of managers with email addresses	100.00 % (5 / 5)  2008-11-11

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 barriers as reported by managers at SBEC are as follows: 1. Improving access: the administration is working on improving the computer – learner ratio, which at the moment is 1:11. Another access issue is improving the internet connection speed to such an extent that when both educators and learners are logged-on the down-time will still be pretty fast. They experience very slow connection speed when a lot of people log-on at the same time. 2. Power supply: The power outages sometimes cause loss of data for computers without UPS   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 best strategy SBEC managers have employed in encouraging everyone to use ICT as a tool for learning and teaching is by tying it to the payment of bonuses. At the end of each academic year, staff members who have consistently integrated ICT in teaching and learning are giving incentive to continue with this good practice. The staff also continuously exchanges ideas during staff meetings on making lesson delivery more child-centered through the use of ICT. Another is providing training workshops for teachers to facilitate the integration of ICT in their lessons. These training workshops are conducted once every term and serve to bridge any training gaps for educators.  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.	171  2009-07-30
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.	171  2009-07-30
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	213  2009-07-30
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.	213  2009-07-30
9.1.5 Percentage of male learners who have access to computers	100.00 % (171 / 171)  2008-11-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (213 / 213)  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.	58  2009-07-30
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.	58  2009-07-30
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	25  2009-07-30
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.	25  2009-07-30
9.2.5 Percentage of male teachers who have access to computers	100.00 % (58 / 58)  2008-11-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (25 / 25)  2008-11-11

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 managers at SBEC hold the view that ICT is invaluable in providing teachers access to reliable information on recent publications on African history and culture. One of the educators stated that he was surprised to get so much information on the “Djembe” (drum) which is a musical instrument originating from West Africa. Due the vast amount of information available on the web on African history and culture, the educators opined that that the main impact of ICT on African content is accessibility to everyone around the world.  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.	17  2009-07-30
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.	11  2009-07-30
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.	Even though there are no assistive technology to increase access to ICT by students with special needs, the educators stated that it has provided teachers the knowledge to identify learners with disability. Reading about traits and behavioral patterns of children with attention deficit disorder (ADD) has given teachers the insight needed to effective intervene and provide these children with help.   2009-07-30
11.1.4 Percentage of learners with special needs who have access to ICT	64.71 % (11 / 17)  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.

The educators believe that there is no relationship with first language and ICT in education. Mostly operating computers and other multimedia devices poses no problem to even their ECD learners. Some even cited that the use of icons and standardised symbols on gadgets allow those with even the slightest command of the English language to use them with ease. For example the arrowhead on the display button on cameras and camera phones are the same. The copy, cut and paste icons on computers are easily recognised by learners who have not had any formal computer training. The user-friendliness of the interface of the computers and other multi-media devices make the relationship between first languages and ICT-in-Education insignificant.  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