ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-12-19
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 25)  2008-12-19

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-12-19
2.2.2 Types of connection and bandwidth	The school has not Internet connectivity.  2009-02-27
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.	0  2008-12-19

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	14  2008-12-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	25  2008-12-19
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	25  2008-12-19
2.3.4 Ratio of educators to computers	0.56 (14 / 25) educator(s) per computer  2008-12-19

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	200  2008-12-19
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	25  2008-12-19
2.4.3 Ratio of learners to computers	8.00 (200 / 25) student(s) per computer  2008-12-19

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.

Yes  2008-12-19

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 Personnel teaches ICT as a core subject to pupils of the school. They also teach the other pupils in the other schools in the town and the district. This involves teaching the the pupils to 1. acquire basic ICT literacy 2. develop interest and use ICT in learning other subjects 3. use the Internet effectively for information 4. follows basic ethics in the use of ICT 5. acquire keyboarding skills They also assist other teachers of the school to improve their ICT skills. Teachers who have problem during the use of the computer consult the ICT teacher for assistance. They also solve and both software and hardware problems that do come up in the school. For instance they advice the school on which type of computer or computer part to be purchased. Where the problem to be solved is beyond them, they recommend to the authorities to seek a solution from elsewhere. They give advice on issues on ICT to the school authorities.   2009-02-27

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.

1. The MS word in the Microsoft suite is used for the typing of letters for official correspondence. It is also used for typing examination questions. Privately, it is used for designing invitation cards for engagements, weddings and funerals. The pupils use it for learning how to type and typesetting. The pupils also use it for learning new words. For instance they will type a word on their own and then use the thesaurus to find the meaning and synonyms of the word. 2. The Microsoft Access has been used to design a software for the managing students assessment records. This software is used to collate the examination results and to grade the students. 3. Microsoft Encarta. The Encarta is used by the students for learning science as well as some historical events. They also use it to learn the English language.   2009-02-27

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2008-12-19

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-12-19

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	6  2008-12-19
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  2008-12-19
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	42.86 % (6 / 14)  2008-12-19
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 / 14)  2008-12-19
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  2009-02-27
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	4  2009-02-27
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	0  2008-12-19
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  2008-12-19
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	66.67 % (2 / 3)  2009-02-27
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	36.36 % (4 / 11)  2009-02-27
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 / 3)  2009-02-27
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 / 11)  2008-12-19

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

3.12.1 ICT-integration index score	Data not available  2008-12-19

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)	2.0  2008-12-19
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.)	0.0  2008-12-19
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.)	4.0  2009-02-27
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.00 (0 / 4)  2009-02-27

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)	2.0  2008-12-19
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.	2.0  2009-02-27
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.	2.0  2009-02-27
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (2 / 2)  2008-12-19

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.

1. For academic purpose ICT is taught as a core subject. The students learn but the computer and it applications. They use the computers for hands on training. There is no one particular application that is used for training of the students apart from the Microsoft office suite and the Encarta. 2. ICT is use for collating of students results and for grading the students. The software for this purpose was designed by the IT professional of the school.   2009-02-27

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Examples of ICT-based productions by teachers (2009-02-27)   2009-02-27

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.	1. Microsoft word: The students use MS Word to learn how to type and to learn as well as typing setting. They also use it to learn word and their meanings. 2. Encarta (Kids dictionary). The students use Encarta to learn of historical events. They also use it to they learn science and the English language, words of meaning and for pronunciation.. 3. CD ROMs: There are a few CD ROMs that are available at the school for the learning of science. 4. The Internet: A few of the students have started using the internet. Though the internet is not available at Ayirebi the students travel to Oda (a distance of about 25 kilometers) to access he internet for the purpose of learning how to use the internet as well as getting information to do their class assignments.   2009-02-27
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.	Examples of ICT-based productions by students (2009-02-27)   2009-02-27
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 2008-12-19
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 2008-12-19
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 2008-12-19
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 2008-12-19

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.	9  2009-02-27
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).	3  2009-02-27
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).	1.Core ICT the computers are used to provide a hands on for the students to appreciate the computer subject better. 2 Mathematics and Integrated Science, There are a few CD ROMs that the students use for supplementing the learning of the Mathematics and integrated science subjects. There are some CD ROMs that the students do use for learning the integrated subject 3. English, The student use MS Word and the Encarta to learn words and their meaning.   2009-02-27
4.5.4 The percentage of courses taught using ICT	33.33 % (3 / 9)  2009-02-27

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.

1. The availability of computers and printers: The educators indicated that the availability of the computers enables them to have their examination questions typed. It also enables them to manage the assessment records of students. The availability of the computers. 2 It is part of the requirement of the Ghana Education service to it integrate ICT in the teaching of other course other than the ICT subject.   2009-02-27

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.

1. Small size of the ICT Laboratory: The ICT Laboratory is too small. 2. Limited number of computers: The school has only a limited number of computers for the ICT. 3. Funds for the maintenance of computers and accessories: There is also no fund set aside for purchasing faulty hardware components. Apart from the pupils of the schools other junior high school pupils in the area come to use the computers. This put a lot of strain on the few computers. 4 Lack of adequate knowledge for the teaching of ICT. 5. Virus attack: Some of the computers have viruses. on them and this is becoming a problem. 6. Lack of LCD projector: This makes it difficult for the teachers to teach from their computers to the class. 7. Lack of Internet connectivity: This makes it impossible to access information on the web.   2009-02-27

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.

1. The availability of Computers was cited by the learners as one of the factors that support ICT use. Because the computers are available it becomes easier when the ICT teacher is teaching. This is because when there is practical (hands-on) to be done or the need for a demonstration, the teacher is able to do it for the learners to see. In such situations the teacher is able to show it on the computer to the student  2009-02-27

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.

1. Over crowding. The learners stated that during the classes they have to share computers so some of them do not get the opportunity to have the hands on for almost all the things that will be taught. 2. Access to the use of the rooms. The kids were not happy that the rooms are closed after close of school for the day. They wish to have more access to the place on their own. 3. Heat the room gets too hot during the classes so they will want some air conditioners Air Conditioners. Printers: the learners wished they can print all the works they get the opportunity to produce on the computer. 5. Lack of internet at the ICT centre. The learners wish they can have access to internet at the centre so that they will not have to travel to Oda to access the internet.   2009-02-27

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.	1 Educators expressed the need to acquire more knowledge in the in ICT usage and integration in teaching. 2. they also want to know how to use the Web to access information 3. they also wish to be trained in Programming and Web Design 4. More knowledge in the use of Microsoft word.   2009-02-27

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.	Learners wish to know how to use the internet to access knowledge.  2009-02-27

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

ICT in education-related research publications (2009-02-27)   2009-02-27

4.12.2 Number of ICT in education-related research publications

1  2008-12-19

4.13 Pioneering initiatives in ICT in education

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

Pioneering initiatives in ICT in education (2009-02-27)   2009-02-27

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2008-12-19

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.	It helps the teachers to gather information on the lesson to be taught. For example a teacher consul the Encarta before preparing the lesson to be taught.. Also after using the school syllabus to check the topics and the objectives teachers use computer to practices the contents and the activities before preparing the lesson notes. As the lesson notes are being prepared the Encarta is used as a software for researching into the topic for a clear understanding it helps the teachers to plan an in-depth lesson plan with variety of teaching methodologies and different materials.   2009-02-27
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.	Teachers indicated that helps them to get a broader knowledge on the lessons taught to the class.2. It also helps them to present lessons systematically.3. With the help of ICT, teachers were able to visit the internet to get fresh information to teach th7e students. For example, a teacher was suppose to teach typing in form two, he went to the internet and was introduced to Mavis Beacon, he downloaded it and he was able to use it for teaching.5. The presence of computers in the school has made the teaching of the ICT subject very Practical.  2009-02-27
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.	It is used for the typing of examination questions. One ;of the teachers for example has developed his own software for the evaluation of students assessment scores. After he has finished marking he records all the marks using the software and then produce the grade, the positions and the remakes (good, satisfactory, distinction, fail etc). it also helps to give a statistics and a summary of lesson by following the objectives set for the lesson.  2009-02-27
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.	Students are encouraged to present typed assignments. This makes reading the assignment easier, since the teachers do not have problem with the handwriting. Appreciation is shown to pupil who visited the net for information to answer questions. When a teacher is not around some of the students are able to submit their assignments by sending the assignment as an attachment to the email address of the teacher.   2009-02-27
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.	This is one question the teachers did not answer very well because they have not come to the realization of using the computer and its tools to reflect on teaching. For example some of the educators wrote the following in response to the question. Yes because I sometimes copy information from Encarta which help me in my teaching. By preparing lesson on the computer, I strictly follow the objectives set for the lesson. Yes because anything I want to know and understand I used the internet with the help if ICT and computer   2009-02-27

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.

There are a few CDs for the teachers and pupils to use. These are basically science resource materials. The teachers consult these to prepare their science lessons. The pupils also do use the CDs to learn. The impact is; that knowledge that would otherwise not have been available for the students are now available on CDs for teaching and for learning. The other thing that the ICT has done for these people is that some of the pupils are now so keen to learn such that they will journey for 25 kilometers to the next big town to access the internet. There is no internet café at Ayirebi. For some of the pupils whenever they are on break and the laboratory is free. The will come to the laboratory and learn things like typing or use the Encarta to learn one or two things.   2009-02-27

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.

1. The children are happy to come to school because they will have the opportunity to use the computer. 2. The teachers said they see a situation where some of the students who patronize the laboratory often are beginning to show signs of doing academically better than the time when the laboratory was not in existence. 3. It enable pupils to learn the ICT course practically. Educators are able to give feedback on performance of students early to the students because they use a software to organize the collation of examination results. Formally the school had to use manual typewriters to type out examination questions. And making copies of it was so difficult it made output of examination questions not neater as desired. This time round the school depends on the computers available to type the questions. The output is better and making more copies is much easier.   2009-02-27

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.

Some of the pupils said they are able to browse using the internet. At the internet café, they search on topics that they have treated in class so that they can better understand the lessons taught. Also because they sit in pairs when they came to the laboratory the do peer teaching. This also helps them to acquire knowledge. Some of the pupils have acquired the habit of checking their spelling by using the spell check facility of ms. Word. The pupils are also learning how to type on the computer. And with that they have started typing letters on the computer.  2009-02-27

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 laboratory in the school has made it possible for the students to use the few CDs on science and the Encarta to search for knowledge. Because the computer is readily available to the students it becomes easy for them to learn the ICT course.   2009-02-27

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.

Some of the students indicated that due to the ICT laboratory in their school it has be come possible for them to learn typing. It has also helped them to use the Encarta to search for information. It has also compelled some of the students to start using the internet. It has made it possible for some of them to present their assignments typed.  2008-12-19

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 teachers indicated that the presence of the computers in the school has made some of the pupils in the school so keen in ICT such that they choose to present their assignment typed. Because some of the students go on the net to search for information, their presented assignments are very good.  2008-12-19

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.

No  2008-12-19

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 school does not have on its own an ICT integration plan. They however indicated that the national plan for the Ghana Education Service will be used. This require that by a certain year all schools should have the subject presented to students with the assistance of ICT.  2008-12-19

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  2008-12-19

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 school has not thought it necessary to have a plan in place fro regular maintenance of the computers. However, the ICT manager trouble shoots and fixes the problems as the come up. If a problem is beyond him he carries the computer to Oda a town of about 25 kilometers away for some repairers to fix it for him. During school Holdays he opens the machines an have them cleaned.  2008-12-19

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

Yes  2009-02-27

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 centre was set up as a teaching laboratory for all the basic schools in the community. As a result the other schools in the town do come to the laboratory to learn ICT as a subject on the school curriculum. There is a time table for the other schools to follow in accessing the ICT facility. The facilitators also provide services some services for the community. These services include typing letters, using MS Word to do posters for funerals and invitation cards for weddings as well as thank you slips for such functions for members of the community when they request for it. This is not normally an official job. So no cost is really attached except gratis. Apart from these, any citizen of the town be it a student or teacher have access to the ICT centre in the evenings after school and it is free of charge.  2009-02-27

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

7.4.1 Number of managers	4  2009-02-27
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).	There are four manager in the school.The school is headed by a head Teacher. The Head teachers function is that of the General Administration of the school The head teacher is assisted by an Assistant Head Teacher. He is responsible for the academic functions. The school also has a staff Secretary who is responsible for correspondence. The forth manager is the ICT Manager. He is in charge of ICT education and all ICT related matters  2009-02-27
7.4.3 Number of managers trained to use ICT	4  2009-02-27
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 ICT manager was trained in Koforidua in the Eastern Region of Ghana by a private institution in Computer Application. He was also trained in Hardware management. The Head teacher, the Assistant Head teacher and the secretary studied ICT as part of their academic programmes while at the University. This training was geared towards introduction to the use of computers and how it could be applied in teaching and learning in the basic schools. When the ICT Lab was established they have also had some training from the ICT manager. This training is ongoing it is aimed at getting the managers and the teachers of the school well grounded in MS word and Excel.   2009-02-27
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (4 / 4)  2009-02-27
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.	0  2008-12-19
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  2009-02-27
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  2008-12-19
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  2009-02-27
7.4.10 Percentage of female managers in the institution	0.00 % (0 / 4)  2009-02-27
7.4.11 Percentage of male managers in the institution	100.00 % (4 / 4)  2009-02-27
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 0)  2008-12-19
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (4 / 4)  2009-02-27

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 ICT is basically used for correspondence, storing of pupils data and the compilation of examination result. This makes it easy to retrieve records. It also makes it easy and faster to process examination results. It therefore reduces the time required to processes the examination results. Thus, the results of the pupils are always ready when the students are going on recess.  2009-02-27

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 teaching of ICT has increased the understanding of pupils in other subjects. For instance, mathematics, English language, science and others. It has also solved part of truancy problems especially on the days the pupils have ICT. Again compilation of examination results has been very easy with the use of the computers. It has also brought about an increase in pupils population.  2009-02-27

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.	Some of the teachers who are on the Distance Education programme use the computers to type their assignments. They lso use the CDs available to enhance their knowledge in the subjects they teach. Because the teachers have been taught how to use th computer some travel to Oda a town of about 25 kilometers to access information for their own professional development and also to detach.  2009-02-27

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.	0  2008-12-19
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 manager knows how to use MS word – for typing and MS Excel for compilation of pupils examination results.  2009-02-27
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 4)  2009-02-27

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 small size of the ICT laboratory was cited by the manager as one of the barriers fro achieving it ICT related goals. Other barriers cited include inadequate number of computes and lack of internet access. There is also no fund available for purchasing the faulty hard ware components. With respect to the inadequate number of computes there are about 500 students from the rest of the community in addition to the schools population of 200 who depend on the iCT laboratory for their ICT course. Because the computers are not adequate the teachers have to share the use with the students. So there is no special computer set aide for the teachers to use apart from the one in the headmasters office. The ICT room gets too crowded when the students com to learn ICT. The students have to pair and use the computers. Sometime they have to sit in threes behind on computer. There is no air condition and in the afternoon the room gets too hot and the sweating becomes unbearable. The ICT manager is alone and he has to help all the students in the community when they come for their ICT lessons. As result result in the days when he is indisposed it becomes disappointing for the students because the have no access to the lab. For the students who come to the lab on their own to use the lab they get disappointed often when they come and realized that the room is filled and that they cannot get access to the room to learn on their own.  2009-02-27

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 ICT manager used MS Access to design a software that has not been named yet for the registration of students and the management of students records. This software is used by the school to compile and generate students’ assessment records. This is used by all the teachers in the school.  2009-02-27

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.	119  2009-02-27
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.	119  2009-02-27
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	81  2009-02-27
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.	81  2009-02-27
9.1.5 Percentage of male learners who have access to computers	100.00 % (119 / 119)  2009-02-27
9.1.6 Percentage of female learners who have access to computers	100.00 % (81 / 81)  2008-12-19

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.	11  2009-02-27
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.	11  2009-02-27
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	3  2009-02-27
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.	3  2009-02-27
9.2.5 Percentage of male teachers who have access to computers	100.00 % (11 / 11)  2008-12-19
9.2.6 Percentage of female teachers who have access to computers	100.00 % (3 / 3)  2009-02-27

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 manager did not see any impact that ICT in the school has had on the development of African content. This is because the teachers in the school have not acquired enough knowledge that will enable them to create content or educational instruction for use by students. Moreover the teachers do not think of doing something like that because they have to follow rigorously the curriculum provided by the Ministry of education and the Ghana Education service.   2009-02-27

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.	0  2008-12-19
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.	0  2008-12-19
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	The school does have studentswith special needs. So the managers could not be a position to speak on this. But generally, the managers have not observed any significant impact that ICT has had on students' learning yet.  2009-02-27
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2008-12-19

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 feel the learners do not have much problem with learning and using ICT in their in theirs education. This is because the teaching of ICT goes well with demonstration. During computer classes, the computer is available for the learners, therefore if there is any thing that they are not likely to understand the teacher goes to them (the learners) to show it to them on the PC. The language on the computer is English. The children at Junior High School Forms 1 and 2 are the classes that are taught the ICT course. These classes have been taught English and use the English language since primary school so they are comfortable with the use of the English used by the computer and by the teachers.   2009-02-27

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.

The general view is that there is no direct relationship between the first language(s) of the learners and ICT-in-education. This is because the English language is the medium of instruction at all levels of Ghana’s educational system.   2009-02-27