ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2011-12-14
2.1.2 Percentage of computers connected to the Internet	100.00 % (88 / 88)  2011-12-14

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2011-12-14
2.2.2 Types of connection and bandwidth	Broadband: DSL, Service Provider: Ghana Telecom at 1024/256 kbps. All the 88 desktop PCs were connected to the Internet.   2011-12-14
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.	88  2011-12-14

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	97  2011-12-14
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	88  2011-12-14
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.)	88  2011-12-14
2.3.4 Ratio of educators to computers	1.10 (97 / 88) educator(s) per computer  2011-12-14

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1682  2011-12-14
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.)	88  2011-12-14
2.4.3 Ratio of learners to computers	19.11 (1682 / 88) student(s) per computer  2011-12-14

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.	No  2011-12-14
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 school has ICT technician who is the net work administrator. He also helps to solve their hardware problem and a contributor to hardware & software purchasing decisions (ICT equipment). He assists ICT users (teachers, students and staff) in their work with computers. He helps with the formulation of ICT user policy.   2011-12-14

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

Microsoft Office Suite (Word processing: Word, Spreadsheet: Excel, database management system: Access, presentation: PowerPoint) used by staff and teachers for document preparation, grade processing, preparation of accounts for the school, preparation of student reports, teaching and learning Mavis Beacon typing software used to train students and by new secretarial staff; Encarta encyclopedia used by teachers and students for teaching and learning West African Examinations Council (WAEC) online registration software used for candidates registration. Coral draw and quark express are used for designing, layout planning and painting by the Visual Arts and Home Economics students.   2011-12-14

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2011-12-14

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2011-12-14

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	45  2011-12-14
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	21  2011-12-14
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	46.39 % (45 / 97)  2011-12-14
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	21.65 % (21 / 97)  2011-12-14
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.	13  2011-12-14
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	32  2011-12-14
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.	5  2011-12-14
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.	16  2011-12-14
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	39.39 % (13 / 33)  2011-12-14
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (32 / 64)  2011-12-14
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	15.15 % (5 / 33)  2011-12-14
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	25.00 % (16 / 64)  2011-12-14

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

3.12.1 ICT-integration index score	Data not available  2011-12-14

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)	17.5  2011-12-14
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.)	10.0  2011-12-14
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.)	25.0  2011-12-14
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.40 (10 / 25)  2011-12-14

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  2011-12-14
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  2011-12-14
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  2011-12-14
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (4 / 4)  2011-12-14

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 administrators use Microsoft word to for document preparation, typing exam questions, and MS Excel for processing fees and other cumulative records of the students. Teachers in the School use ICT to design project tasks; record of students’ work; Keep and process students’ examination records. The teachers are able to do Internet search for preparing the lesson plan. They are also able to access information faster. It is also possible for the teachers to store, retrieve the information. This has helped in improving the quality of teaching in the school. Instructors for the Core ICT courses use the internet to source teaching and learning materials for their lessons. They use MS Word and PowerPoint for lesson plans and lesson delivery because the lab is equipped with digital projector. They also use multimedia equipment such as digital cameras to capture pictures and video clips to use for their lessons. Teachers use email to communicate with learners, though students are not required to submit assignment through this medium.   2011-12-14

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

Data not available  2011-12-14

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.	Computers: students access teacher-made learning materials and store softcopies of their assignment on secondary storage of the lab PCs. The internet: students use the Internet for communication with their colleagues and for searching for information for their assignments. Typing software: students use Mavis Beacon typing software to practice their typing skills. Microsoft Encarta encyclopedia: students use this software to learning spelling and grammar, and search for information about their subject area content. Page maker coral draw and quark express are installed on some of the computers for the Visual Arts students for designing, layout planning and execution. Home Economics students also use this specialized software for designing and also to get various patterns they need.   2011-12-14
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2011-12-14
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 2011-12-14
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 2011-12-14
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 2011-12-14
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 2011-12-14

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.	28  2011-12-14
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).	6  2011-12-14
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).	ICT: instructors use basic MS Suite applications , multimedia tools for lesson preparation, and the Internet for searching for teaching learning materials English Language, Agricultural Science, Home Economics, Science, Social Studies, and Visual Arts: to a limited extent encourage their students to use the learning resources at the lab to do their assignment, i.e. students rather than their teachers use the lab for learning   2011-12-14
4.5.4 The percentage of courses taught using ICT	21.43 % (6 / 28)  2011-12-14

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.

Almost all the participating educators expressed the following as some of the factors that sustain the integration of ICT in the teaching courses: (a) availability of ICT facilities and equipment in adequate numbers (also multimedia PCs with higher processing speed and storage capacity). (b) availability of software for teaching and learning. Basically, ICT teachers indicated that ICT lab has made it easier for them to plan lessons because while using the computer they are able to modify the format of an already prepared lesson plan to suit a new lesson. (c) the skills and knowledge of teachers in ICT integration for teaching and learning as well as general ICT literacy among teachers. That is assistance provided by the ICT teachers (d) Administrative support as some the factors that would favour effective integration of ICT for academic purposes.   2011-12-14

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.

Even though the administration (including the P.T.A) of Mawuko Girls’ senior high school have made ICT facilities and equipment available, yet, there is a wide range of barriers inhibiting the effective use of ICTs in their courses. (a) Inadequate time for other teachers apart from the ICT instructor to use the lab. For instance, seventy percent of the teachers interviewed stated that ICT did not have any impact on their lesson planning. This is due to the fact that majority of the teachers do not use the computers. One of the respondents indicated that this is because though there are computers in the institution the teachers do not easily have access to them. (b) Insufficient funds for maintenance of the lab. Hardware are not affordable Compared to the fee Students are paying. (c) Inadequate infrastructure. (d) there are no computers in their classrooms. (e) Even though the school has wireless facility but its coverage area is limited so most educators use their own modems for internet connectivity in their classroom.  2011-12-14

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 following are the factors that support learners’ use of computers in the school: (a) the new syllabuses for all SHS subjects recommends that ICT should be integrated into the teaching of each subject. (b) ICT manage is usually present to help students even during free time. Eighty percent of the students interviewed made it known that, praise from their ICT instructors and efforts at helping them use ICT were a motivating factor to them. (c) adequate computing facilities and access to the Internet would help them in their use of ICT for learning. (d) Sharpening students ICT literacy was also cited as essential for their effective use of ICT for learning in their various subject areas.   2011-12-14

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 common challenges students face in their use of ICT at school include: (a) reliable power supply, (b) inadequate specialized computer software for them to practice or learn new concepts in the various subjects; (c) inadequate access time to school computing facilities, (d) Limited accesses to the use of the ICT Lab. Students were not happy that the ICT Lab is closed after classes hours. They wish to have more access to the Lab. (e) Lab environment was not friendly (no air conditioners, layout was not conducive for maximum interaction with instructors, (f) lack of knowledge and interest of teachers to integrate ICT for instance setting assignments that will require its use.   2011-12-14

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.

Eighty percent of the educators indicated that they needed training in the use of Microsoft application programs such as Word Processing, Spreadsheets, PowerPoint, etc. in order to type their exam documents and terminal reports. they also need hands-on computer activities in the use of educational software in teaching and learning. Internet applications such as using e-mails and other social networks skills are also needed. In addition to that, the ICT manager indicated he required in-depth networking skills, database management competences, and computer programming skills and knowledge to help him develop software for education and business   2011-12-14

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.	Basic operational skills of a computer, Typing skills, internet browsing, Windows skills for creating folders and storing information.   2011-12-14

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  2011-12-14

4.12.2 Number of ICT in education-related research publications

0  2011-12-14

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  2011-12-14

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2011-12-14

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.	Not all teachers use the computer to prepare the lesson plans in the school. However, those who have used it indicated that use of computer in lesson planning make the process easier because they can save and retrieve the lesson plan for review and updating. They also stated that they use the same templates to prepare the lesson plans in following planning period hence saving precious time that can be used for other academic purposes. The Internet has had the greatest impact on teachers’ lesson planning. Almost all the teachers indicated that the Internet has been a main source of teaching and learning materials, which they use for their lesson planning. .More interesting presentations to the learners. The teacher can use multi-media in teaching. These improve the quality of the lesson and acquisition of knowledge by learners.   2011-12-14
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 following is the impact of ICT integration on class teaching as stated by the educator: a). Students seem to enjoy the teaching of the lessons.ICT offers opportunity to use multi-media in teaching. The teacher can therefore vary the teaching methods to appeal to the different learning styles of the learners. b).The teacher enjoy teaching more than when they were not using ICT. The fact that storing and retrieval of information is easy makes the teaching easier and enjoyable. c). There is more updated information and especially in problem-based learning. The lessons are more interesting. The teachers become more constructive and learning is learner- centered. The role of the teacher has become more of a facilitator.   2011-12-14
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.	The use of ICT in evaluation has not been institutionalized. However, the few teachers, for example the computer teacher, use the computer for analyzing the students’ examination results. To them, the ranking of students in exam performance has become easier and faster. This saves time. The accuracy in calculating the students' marks has improved. It becomes easier for the teacher to counsel the individual student on his or her performance. Report cards can be prepared more easily and in a more presentable manner. This has also enhanced faster communication of exam results to the parents or guardians. Remedial actions can be taken quickly and timely.  2011-12-14
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	The teachers indicated that ICT can greatly improve the teacher - learner communication. ICT has made communication between teachers and their students more frequent and timelier. The school has been processing the information using the computers and the printing machines available in the school to write letters to the parents/guardian, learners, sponsors and the school's publics. Communication costs have gone down because of the reduction on wastage of spoilt papers while using the type writer and the duplicating machines. ICT has promoted faster and easier communication among students, submission of assignments via e-mails it fast. Some Students also Send questions Via made to teachers. Intact it Of the fastest and easiest flow of communication among peers in other places in Seeking for information.  2011-12-14
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.	Although most of the teachers in Mawuko Girls SHS do not use computer in the teaching-learning process, yet 25% stated that ICT is helpful to them in reflecting on their lesson delivery because; they can search through the internet and get prepared well before teaching next lesson. This makes the teaching very attractive and interesting with the help of handouts and prepared teaching aids designed with the aid of the computer. They also said that, sometimes when you use PowerPoint presentation, you can replay the slides after the lesson to see if it needs improvement for the appropriateness of the lesson content and delivery.   2011-12-14

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 interviewed said ICTs (computers and mobile phones in particular) gave them access to information they used for academic and general knowledge purposes. Some said computers have broadened their understanding of the world and the content on their subjects. If they want to find out more about what they have learnt, many said they do so on the internet. This has helped them improve the quality of their contributions in class and in their exercises. Some also indicated that they • use the e-mail and facebook; and • play games such as egg word, scrabble, pin ball and word chef on the computer as time fillers.   2011-12-14

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 admitted that ICT has had impact on their students' learning. One educator said that the enjoyment the learners experience when using a computer is important and stated that that she allows the learners to access the Internet for information and to type their assignments. Owing to the high ratio of learners to computers at their computer centre and because most students had only 1 hour of access per week), some of the teachers said the students could benefit more if at least one computer is put at the back of each classroom for illustrations and demonstrations by teachers. The teachers find the learners enthusiastic and their attention is captured through the use of ICT and as a result they may remember more of the content presented. When the researcher interviewed the teachers she discovered that all learners have access to the computer lab in the school. Others pay at nearby internet cafes to browse the net and communicate with friends.   2011-12-14

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.

As indicated earlier, the students have limited access to ICT because of the inadequate number of computers leading to high ratio of learners to computers at their computer centre (i.e. most students had only 1 hour of access per week). However about half of the students interviewed said they had used material from the Encarta and internet in writing their assignments.   2011-12-14

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 ICT teacher said the students could access knowledge by searching the Encarta Encyclopedia installed on the computers and the internet for information to write their assignments. He confirmed that others pay at nearby internet cafes (or in cafes in their towns during the holidays) to browse the internet and communicate with friends.   2011-12-14

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 JHS students interviewed said they were at times assigned tasks to do using application programs such as MS Word, Excel or Paint, no productions of such works were kept and were usually deleted from the computers because the students were still learning and also there were no printers in the labs to keep hard copies.   2011-12-14

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.

Though the ICT manager confirmed that the students were at times assigned tasks to do using application programs such as MS Word, Excel or Paint. He showed some of the students’ productions of such works which he explained were usually deleted from the computers because the students were still learning. He said the absent of printers in the labs made it difficult to keep hard copies some of the good productions of the students.  2011-12-14

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  2011-12-14

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.

N/A.  2011-12-14

7.2 The number of institutions with a strategy in place to maintain and renew their ICT equipment

7.2.1 Institution has a strategy in place to maintain and renew ICT equipment? "Does your institution/department have an ICT equipment maintenance and renewal plan?" Indicate by yes or no if the institution has a maintenance and renewal strategy for ICT equipments.

Yes  2011-12-14

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 ICT technician is in charge of hardware maintenance, network administration, user training and safety assurance. He also contributes to hardware and software purchasing decisions  2011-12-14

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  2011-12-14

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 headmaster reported that although the school does not provide access to their infrastructure for the community, but some officials of Ghana Education Service (GES) during one holiday came and used the ICT laboratory for professional training and development.   2011-12-14

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

7.4.1 Number of managers	17  2011-12-14
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	The headmaster of the school supervises every activity in the school. The administrative assistant headmaster manages the administration staff. The academic assistant headmaster sees to the smooth running of academic issues in the school. The accounting staff is headed by the school bursar who manages the financial issues of both the staff and students in the school. The school also has subject heads who man the various departments and they see to it that every activity is run smoothly to enhance teaching and learning in the school. The school chaplain sees to the spiritual welfare of both staff and students. The guidance and counseling head helps to give appropriate guidance and counseling services.  2011-12-14
7.4.3 Number of managers trained to use ICT	Data not available  2011-12-14
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 headmaster of the school offered Microsoft word, excel, PowerPoint and access at the university level. He also undertook a private course in ICT.  2011-12-14
7.4.5 Percentage of managers trained to use ICT (in education)	Data not available  2011-12-14
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.	8  2011-12-14
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	9  2011-12-14
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.	Data not available  2011-12-14
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.	Data not available  2011-12-14
7.4.10 Percentage of female managers in the institution	47.06 % (8 / 17)  2011-12-14
7.4.11 Percentage of male managers in the institution	52.94 % (9 / 17)  2011-12-14
7.4.12 Percentage of females managers trained to use ICT in the institution	Data not available  2011-12-14
7.4.13 Percentage of male managers trained to use ICT in the institution	Data not available  2011-12-14

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 school manager reported that ICT has made school administration less burdensome and more integrated to the official information flow about teachers, students, activities and budget. He claimed that ICT has also enhanced productivity on the part of the management. He further stated that ICT has brought about quality of output of work. For instance grammatical errors have been minimized.  2011-12-14

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 Headmaster reported that (i) ICT has improved the quality of learning and teaching process. (ii) it has also brought about greater disposition to research and problem solving on the part of the employees/educators. (iii) it has brought about more comprehensive assimilation of knowledge in the interdisciplinary.   2011-12-14

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.	Mawuko Girls Senior High School has no continuing education/professional development programmes.   2011-12-14

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	Data not available  2011-12-14
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 ICT Head of Department is competent in the following areas: Basic Microsoft office applications, basic hardware/software repairs, software installation, website development using html, creating of databases using Microsoft Access, Internet surfing for searching for teaching and learning materials, Multimedia equipment to capture multimedia elements to incorporate into lessons, Windows operating system knowledge used to organize, run, manage applications and information on PCs. Besides, the HOD of ICT the headmaster is also competent in basic Microsoft office application and surfing the internet for information.   2011-12-14
7.8.3 Percentage of managers with email addresses	Data not available  2011-12-14

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.	Barriers reported by the headmaster of the school that hinder the achievement of the school’s ICT related goals include: (i) Hardware are not affordable compared to the fee students are paying, (ii) Inadequate computers, (iii) Lack of internet connectivity, (iv) limited internet facility, (v) computer lab being too small,   2011-12-14

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 headmaster reported that for the first time in the history of the school, the teachers and some executive members at PTA meeting will be using PowerPoint or slide to convey their message to parents since the school now has laptop and projector.   2011-12-14

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.	0  2011-12-14
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.	0  2011-12-14
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	1682  2011-12-14
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.	1682  2011-12-14
9.1.5 Percentage of male learners who have access to computers	0.00 % (0 / 0)  2011-12-14
9.1.6 Percentage of female learners who have access to computers	100.00 % (1682 / 1682)  2011-12-14

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.	64  2011-12-14
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.	64  2011-12-14
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	33  2011-12-14
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.	33  2011-12-14
9.2.5 Percentage of male teachers who have access to computers	100.00 % (64 / 64)  2011-12-14
9.2.6 Percentage of female teachers who have access to computers	100.00 % (33 / 33)  2011-12-14

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.

ICT integration has had great impact on the development of African course content. The headmaster indicated that with the use of ICT, teachers do pamphlets and sell them to students. Some teachers use multimedia equipment such as digital cameras and camcorders to capture multimedia elements, which they incorporate into their teaching and learning materials.   2011-12-14

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  2011-12-14
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  2011-12-14
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Data not available   2011-12-14
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2011-12-14

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.

Teachers in the school do not think there was a problem with the learners’ first language and the official language used in ICT in education. The reason being that their learners use English as the official language of learning. Some teachers also believe that, computer use demands more logical involvement and not much of language proficiency. Although most of the software are in English second language learners may battle find it a bit difficult to adapt to the way the machine should be operated on.   2011-12-14

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.

In Ghana, local or first languages are not used for computer instruction or use in the school system. Therefore, it has no relationship with ICT in education. The English Language is the medium of instruction.  2011-12-14