ObservatoryICT

Broadband connectivity. ISP is Vodafone Ghana Limited. Bandwidth 2 mbps The School has no wireless network.  

The Head of ICT Department and ICT Teachers manage the ICT facility and equipment of the School. The School has a standing agreement with a private computer vendor that provides technical and troubleshooting services as and when required. The HOD serves as a liaison between the school and its sister schools. He supervises activities at the computer lab including scheduling lab use by students, chairs monthly departmental meetings, and reports regularly the headmaster on ICT issues affecting the school. 

Microsoft Office 2007 Suite is installed all of the school computers. Physical inspection of the lab computers also showed that CorelDraw and MS Encarta 2009 were also installed for students’ use. A DBMS comprising MySQL, PHP and Apache was also being used for billing students and preparing student reports. 

Science: Use presentation equipment to deliver PowerPoint. Certainly, this is not at the integration level. Could use simulation application, off-the-shelf packages of science teaching/learning materials Mathematics: Use presentation equipment to deliver PowerPoint. Certainly, this is not at the integration level. Could use mathematics packages such Derive, Maple, and other teacher utilities for teaching/learning Mathematics. English: Besides the use of PowerPoint for lesson delivery, teachers of this Department said they use multimedia equipment and editors to prepare lessons. ICT: Teachers indicated that they integrate ICT tools/applications in teaching ICT (MS Office and CorelDraw) Note:None of the Department could show us documentary evidence of their use of ICT for teaching and learning  

computers for presentation, research work, social networking(facebook, skype, etc), windows 2007, PowerPoint. No documentary evidence by way of students' production was given.  

Not applicable 

Computer lab at school and Internet cafes outside school. Student have access to the Library Internet facility as well as in the lab, though access time is severely limited.  

Not applicable 

According to the school policy, students are not allowed to use social networks while in school.  

8 (the school offers various courses grouped into eight Academic Departments) but the departments of ICT, Social Studies, English and Mathematics routinely use ICT for teaching and learning. Teachers of the other disciplines scarcely use ICT for pedagogical purposes. Science: Use presentation equipment to deliver PowerPoint. Certainly, this is not at the integration level. Could use simulation application, off-the-shelf packages of science teaching/learning materials Mathematics: Use presentation equipment to deliver PowerPoint. Certainly, this is not at the integration level. Could use mathematics packages such Derive, Maple, and other teacher utilities for teaching/learning Mathematics. English: Besides the use of PowerPoint for lesson delivery, teachers of this Department said they use multimedia equipment and editors to prepare lessons. ICT: Teachers indicated that they integrate ICT tools/applications in teaching ICT (MS Office and CorelDraw) Note:None of the Department could show us documentary evidence of their use of ICT for teaching and learning.  

• Availability of computers: Adequate number of computers in the school is usually perceived to be a key factor to educators' adoption and use of of educational technology for classroom practices. The presence of computers or fixed presentation equipment in classrooms where they are really needed will motivate teachers use these ICT for teaching and learning. However, all educators have access to the few computing facilities and Internet of the School, though most depend on their own laptop computers. • Appropriate instructors Just what this means is not clear. But I gather it has to do with IT competences among educators. One of the contextual conditions for effective technology integration is the ICT competencies and skills of the educators. These integration knowledge and skills encompass technology, information and integration literacy. Though the GES requires all teachers to use ICT for teaching and learning, the effort at leveraging educational technology with classroom teaching is inadequate and so far inappropriate. The focus is skewed in favour of on technology literacy rather than integration of ICT into the curriculum and instructional practices. • sufficient access time and points: sufficient access time is just as important as adequate number of ICT resources as factors for implementiing technology innovation for teaching and learning. In Accra Academy SHS, students and educator alike use just two main access points in the library for Internet browsing. Certainly this is inadequate for a staff strength of 94 and a student population of 2156. So access time is severely limited as would be observed later. 

•Inadequate computers Inadequate number of computers in the school is hampering the adoption and use of ICTs for pedagogical purposes. At Accra Academy SHS, there are no computers or fixed presentation equipment in classrooms where they are really needed. It is, however, encouraging to note that about 50% of educators have acquired their own laptops, which they use mainly for their personal computing activities rather for teaching and learning. •Infrastructure is lacking This one area that the school has a lot more to do. The INTERNET CONNECTIVITY IS SIMPLY NOT RELIABLE ENOUGH. With frequent power outages without a backup generator, the down time of connectivity is usually too long for the comfort of educators and students who use the Internet extensively for their academic work. The school also has no wireless network to complement the limited cable connectivity. •Lack of access point As noted early on, the two access points in the library for students and educators are just not adequate. Wireless hotspots would have helped those with laptop computers, but the school has no such facility though it is in the national Capital City. •Inadequate access time Besides the inadequacy of computers, the time available to educators to use these resources is equally important but lacking. Teachers have to queue to have limited access to the Internet. Some teachers actually access the Internet using their mobile phones or modems on the laptop computers. •Unreliable network this observation of educators agreed with the views of the learners. the Internet at Accra Academy is unreliable, according to educators, because of inadequate access points and access time  

• good instructors who are willing to help Students were of the view that their ICT instructors are doing a great job helping them learn the technology. They also feel that by directing them to the web to search for information, teachers are also helping them acquire the habit of using the Internet for learning purposes. • access to the internet Students believe that access to the internet helps them to access information and learning resources for the projects and assignments. They are also able to communicate with colleagues outside of school for academic collaborations. Access to the Internet has thus not only expanded sources of learning materials for students but has enabled students to take greater responsibility for their learning. • research work. Students say they use the ICT resources of the school and the Internet for their research work. The Internet has helped them to adopt the inquiry-based learning approach and that has enhanced their understanding of topics treated in class.  

•Inadequate computers With just 10 computers for 2156 students, it is clear that this particular constraint was a common complaint of students in the focus group discussion. Though the school has plans to install more computers before June 2012 and 30 new computers were already waiting to be installed when renovation work on a new computer lab is completed, the very high student: computer ratio in the school is really a serious barrier to student uptake of ICT for learning. The school would have to work harder to improve the availability of ICT resources, if it has to make any headway towards the adoption and use of ICTs for pedagogical purposes. •Lack of access to computers due to limited access time Allied to the inadequate number of computers and other ICT resources is the limited access time. This particular barrier is strongly linked with the inadequate number of computer as the lab use is limited to 40minutes per week per student. The lab also closes after working hours. So students do not have access to the lab after 5PM on working days and during the weekends. Similarly the two Internet access points are not sufficient for any meaning use of this resource for academic work. • Inadequate access points (only 2 in the library) As alluded to early on, inadequate access points id hindering student access to the Internet. The situation is compounded by the prohibition of student use of mobile phones while on campus. It is the policy of GES that SHS students are not allowed to use mobile phones and other data storage devices on campus because of the high possibility of using these devices to cheat in examinations. • Use of Social networks (Skype, yahoo messenger, Facebook, etc) are not allowed in school The use of social network media is forbidden in Accra Academy. That is to say that is against the school regulations for students to log into any of these media. Apparently, school administrators and Parent-Teacher Association have serious concerns about the possibility of students using these networks for unethical and immoral activities rather than for their learning. • Unreliability of the internet The school does not have a functioning standby electric generator at the time of researchers' visit. Therefore, anytime that power goes off, the Internet connectivity is affected and some time the downtime is unusually extended. • Uncomfortable sitting arrangement in the lab The lab space was just too small and the arrangement of the seats and tables too was crowded, making it almost impossible for an instructor to move around to give students individual attention during classes. • Use of pen drives are not allowed As noted early on, student use of pen drives and other portable storage devices is not allowed on campus. This makes it difficult for students to store learning materials anytime they browse the web. They are also not able to store electronic versions of their project works and assignment. Students still depend on pen and paper work to do these exercises.  

*Typing skills Teachers are expected to type their own exam papers. Many teachers who use PowerPoint presentations also have to type their notes. Using the email for either official or private communication also requires that they have typing skills. It was therefore not surprising that most teachers cited typing skills as one the skill they require to use computers and the Internet. •Command over subject and use of computer The computer literacy was one competence cited by educators as necessary for their use of ICT for pedagogical purposes. In fact, they require more than just technology/computer literacy. They also require information and integration literacy to be able to integrate ICT into their instructional practices and curricula. *Presentation skills Educators also indicated that they have or need presentation competencies as some have been using PowerPoint to present their lessons. What is observed in this respect was that educators misuse PPT as if it was simply a container of detailed notes. And most educators erroneously think that pedagogical integration of ICT is all about the use of PowerPoint *Communication skills Communication skills was surprising a competency issue raised by educators. The use of the Internet and social network media require effective communication skill in some special way? Of course educators must have strong control over their subject matter but they must also have good communication skills to be able to facilitate and guide their students' learning.  

• Typing skills As noted before, students did say they use the computer to type their assignments and write their project work reports. Therefore, they have to have typing skills to be able to do this. • Act of presentation Students and educators indicated that students do class presentations of their reports. Competency in presentation is thus necessary for their active participation in class discussions and peer evaluation. • Communication skills Communication skills are required by students to understand class presentations and discussions. • Managerial skills this was a surprise required competency of learners. Unless this was linked with time management using some ICT tools to schedule their academic activities, the other thought that comes to mind is in the area of finances and out of school management of resources. It was not clear just which these two interpretations students meant as they tended to mix those issues in follow up questions.  

Educators indicated that they use ICTs (MS Office tools, the Internet and CD-ROM prepackaged educational software) in their lesson planning. One educator said that he visits oerafrica.com site to download lessons in his subject area. The Internet is the used ICT tool that educators use for pedagogical purposes. The browse the web for information and research materials for their lesson preparation. It helps me to prepare in advance, especially on areas i may need clarification. I sometimes use the internet on my mobile phone to quickly fish for information. I access information on the Internet as part of note preparation for students and for research purposes. Get more information to teach.  

Educators stated that they direct their students to relevant websites to search for for information that would help students to do their projects and assignments. They observed that ICT has had some impact on their classroom teaching as their use of ICT has made teaching easier, expanded their access to teaching and learning materials. The following direct views of educators on this item: Student had more information. Student did not relay [rely] on only information from the teacher or textbook. But had more information. We are able to cover larger areas [of the syllabus but it that with enhanced quality of learning?] ICT has helped me a lot in my teaching because i sometimes google for information in class. I am able to cover wider areas because students are given the task of researching for information on the internet. Lesson becomes learner centred. Students get more information on the topic treated in the content of the lesson.it has boost[ed] the teacher’s [my] confidence in the class as he [i] can browse to give the student answers to question [s]. ICT help[s] students [to] make research as they are forced to find information themselves.  

Most responses from the educators showed that the inquiry-based learning approach that uses the Internet to search for information to carry out given tasks is the most common evaluation tool that they use. The English educator, for instance, said that he records or downloads voices and uses these to evaluate speech lessons.The following direct views of educators are presented: use of ICT can be applied in the area of evaluation as students are referred to the internet for the preparation of project work in groups. Each group answers questions based on the information they get from the Internet. students are asked to research for information from the internet and the information got is used as a basis to set questions. Students also come out with new pieces of information, which is used for class discussions. Students also have a credible source to download information [note from researcher: not all sources on the Internet are reliable. Students have to be guided to know what source is reliable or what is not, i.e. how to evaluate internet resources before using them] I use ICT a lot in my lesson, especially in evaluating lessons on speech work. Recorded voice is used to evaluate as students listen and write. In poetry teaching, effective evaluation is done after reading other people’s views on the internet.  

Educators were unanimous in their responses to this item. All indicated that the use of ICT has had very limited impact on communication with learners. Email use for academic purposes is not common at the pre-tertiary level of education in Ghana. Almost all public Senior High Schools have no learning management systems for effect use of the Internet for teaching and learning. By policy, the GES schools also do not permit the use of social networks such as tweeters, Facebook, and Skype by students for academic purposes. The belief is that if students are allowed to use these media while in school they likely to fall victim unethical Internet users. Similarly the use of mobile phones by students while in school is prohibited for fear of their misuse and exam malpractices. Consequently, educators have indicated that ICT has very limited impact on their communication with their students. However, we note that the uses of smart phones for mobile learning and learning management systems for online instructional delivery have had some impact on communication among learners and between learners and their instructors.  

From the educators' responses, it clear that ICT has not made any significant impact on their reflection on teaching. Most of them observed that by directing students to find out information for themselves on the Internet, time could be saved to reflect on lesson and seek answers to difficult classroom issues. Thus, this use of the Internet impacted on educators' ability to adopt the inquiry-based learning that allowed them to reflect on their lessons. Others said the impact of ICT on their teaching reflections arose when they had to compare and contrast other people's views with theirs on a given topic. Finally, a third observation by educators about the impact of ICT on reflection on teaching was about the enhanced ability to record lessons using ICT tools such digital voice recorders and cameras/camcorders taht helped them to sit back and review /reflect on their teaching strategies/lessons. Below are sample quotations of educators on this item: After teaching a lesson, without enough materials i ask students to visit a particular website for information and this helps me to sit back and put in place remedial measures to correct the mistakes. I reflect on the lesson via the internet by comparing and contrasting people’s views. I also record some of the lessons, play back and adopt best methods next time. Recording of classroom activities can be made and played so that reflections can be made on mistakes.  

Learners indicated that the impact of ICT on their learning has been in areas of access to more learning materials, information for projects, and electronic preparation of their assignments. The main area of impact as reported by the learners are: * Electronic version of textbooks * Research work is done on the internet prior to going to the classroom and this enhances understanding * More insight on a subject/topic Learners said they now access to electronic versions of textbooks, which help them to review lesson anytime, anywhere that they have access to a computer. Students now gain prior insight into their lessons and this has enhanced their understanding of the subject or topic. Learners said their use of the Internet for their academic work involves searching for information to do their assignment and carry out their projects. The impact of this is that they now are able to do independent work and have access to more learning resources than their previous dependence on teachers and the library.  

The educators reported that,students now take greater responsibility for their own learning as they vigorously use the Internet and pre-packaged software for inquiry-based learning and gathering information for their project works and assignments. By directing students to purposefully use ICT resources, they are aided to avoid unethical and immoral use of the Internet. The use of the internet has also increased learners' access to learning resources such as content materials, educational multimedia for their project work. Some of the views of the educators on this item are quoted below: * The use of ICT has enabled students to develop the act [art] of group work or working in groups because their assignments are in groups and [active] participation is required. * They also go to the internet to do research, which enables them to gain more understanding on a topic. * It enables them to get information on global issues.  

The learners reported that, ICT has impacted on there access to knowledge in the following ways: • Able to get information on the internet The Internet, according to learners of Accra Academy SHS, has expanded their sources of information beyond what the teacher delivers and the school library can offer. • Information of larger volumes on the internet They contended that synchronously they access large volumes of information on the Internet. The impact of this is that they no longer solely have to queue for scarce library books that they need. • Access of information anytime, anywhere on the mobile phone Students use the Internet both in school and at home. Therefore they have access to learning materials at their conveniences or just-in-need fashion. • Enables one to know what goes on around the world learners also indicated that their use of the Internet and communication media has open up avenues for them to know more about the rest of the world. They therefore keep current about events around the world. Perhaps, the global village has really become a reality.  

•They are able to access information worldwide by just googling for information on any topic. This has impacted on their access to instructional materials and information for their research work. Learners no longer depend on their instructors and the school library alone for their learning. Their able to verify what they learn in class from the Internet. •Students are able to read/have information on a topic before coming to a class and this enhances learning and makes teaching easier. having access to learning materials prior to class sessions enhances students' understanding of what is taught in class. •Students are able to socialize with friends and tap information from friends. This a bit controversial in Accra Academy SHS. Students are not allowed to visit the popular social network media such as Skype and Facebook. The school also does not use any online course/learning management system that would enhance student-student and student-teacher interactions and collaborative and cooperative learning. so just how ICT use in this school has enhanced students' ability to socialize and share academic information may be limited.  

The ICT teachers showed to the researcher filed documents purported to be documentation of students' project works. Though exhibits were not taken at the time, we asked that scanned/photocopies of relevant document should be mailed to us. to date we have not yet received the documents. However, students indicated that the impact of ICT on documentation is centered on how the Internet has helped them to carry out their research, multimedia equipment have helped to make classroom lessons more authentic by capturing real-life situations that help in class discussions and improving the quality of their assignment through the use some multimedia elements downloaded from the Internet. some of the views of learners about this item are given below. •Theories taught by teachers are authentic/practical on the internet •ICT for projects, research, simulations •Wide variety of pictures for assignments •Use of pen drives to store information •Use of digital cameras, printers, etc  

they are able to print out their assignment, which enables them acquire skills in typing. 

No Documentary evidence was produced. However, the school has plans to continuously organize in-service training for teachers to enhance their capacity to integrate ICTs into the various courses. Respondents indicated that the content of such workshops includes Office tools and use of the Internet for teaching and learning. The Assistant Head of Department of ICT promised to send us a plan via email, but as the time of preparing this report we have not received it. 

No documentary evidence was produced. The school has procured 30 more PCs to be setup in another lab that was being prepared at the time of the researcher’s visit. The challenges delaying the deployment of the 30 computers are about the delay in electrical and carpentry works. The ICT Head also said that in the next five years the projection is to get more computers to reduce the student/computer ratio. She indicated that by June 2012 the school has plans to procure 70 more PCs. There was no maintenance plan. However, routine maintenance was being carried out by the ICT teachers. A recommendation has been made to the Headmaster to recruit a permanent ICT technician for the school.  

The community outside the school does not have access to the ICT facilities and infrastructure (Internet). This is a general situation with most Ghanaian schools. The link between school and community is rather too weak for any meaningful interaction. Though most SHS ICT initiatives were initiated by PTAs and Past Students' Associations, scarcely do members of the general community use these facilities. Most of these PTAs are mainly concerned with infrastructural development, students' academic performances and fixing of school fees. The only probable ICT tools the community uses is the telephone for communication with the school in a rather one way fashion, i.e. calling the school to seek information. As noted in above, the external community has no access to the school’s ICT facilities. However, as an examination Center for the West African Examinations Council (WAEC), the schools Internet facility is being used by neighbouring schools to register their students for WAEC exams online.  

(A) Administration The administration consists of the Headmaster and three assistants: Academic, Administration and Domestic. The Headmaster is the overall chief Executive in charge of school administration. He is accountable to the Director General of the Ghana Education Service. The present Headmaster of the School is the President of CHASS, an association of Government public Senior High Schools. The Assistant Headmaster (Academic) is responsible for academic activities of the school- Class scheduling/timetabling, examinations, etc. The Assistant Headmaster (Administration) is responsible for human resource management of the school. The Assistant Headmaster (Domestic) is in charge of students’ feeding, cleanliness of the school, and general discipline of the students. (B) Academic There 8 acdaemic departments that are headed by 8 HODs (C) Senior Support: Accounts Officer, Domestic Bursar, Store Manager, Librarian  

The Headmaster indicated that he has had training in MS Word, Excel and PowerPoint. All academic Heads use these same tools, but most have learned how to use them by self-tutoring. The Ghana Education Service periodically organizes professional and leadership training for top school administrators, and the use of ICTs has always been a part of such workshops. Since September 2007, when the new school curriculum was introduced, the GES has organized workshops and in-service training for selected educators that included ICT literacy. Rather than ICT educators asked to facilitate these workshops, the GES has heavily relied on ICT vendors and private ICT trainers who emphasize technology literacy instead of Pedagogical integration literacy and skills. Such workshops do not factor into the training the need to align the curriculum and instructional practices to technology integration tools. The University of Education, Winneba and Faculty of Education at the University of Cape Coast probably are better positioned to offer such training involving the use of ICT for teaching and learning. Also until teachers are trained to move away from dated instructional strategies they are not likely to adopt and use ICTs for pedagogical purposes any sooner. Also the Ministry and GES may have to review the curricula across the pre-tertiary levels of the education system to infuse ICTs. This would motivate or at worst force educators to teach such curricula with instructional/educational technologies. 

Preparation of reports and other official documents, scheduling classes, setting and processing examinations, keeping personnel and student records, communications among the various publics of the school using the phone/Internet, etc have enhance educational administrative practices of the school. These were the responses from the school managers (Headmaster and his Assistants). Education management practices at this school level include scheduling classes, examinations, preparing pay vouchers and other accounting activities, preparing student terminal reports and distributing them to parent, keeping personnel records and preparing annual reports for school board of directors and the GES. ICT has impacted on the efficiency in carrying our all of these practices in the school.  

The responses indicated a limited impact. The School uses ICT applications to bill students and prepare reports. The main impact here lies in the timeliness and ease with which such reports are generated. 

The main impact was reported in the area of teachers and students access to Internet educational resources. Their use of MS Office suite and presentation equipment and applications has enhanced teachers and students awareness of the usefulness of ICTs in teaching and learning. The ICT Department reported that periodic in-service workshops were organized for teachers of other Department to enhance their competences in the use of ICTs. The School does not have a formal technology professional programme. 

Document preparation using MS Word and Excel  

The School enumerated the following as barriers hindering the achievement of its ICT-related goals for learners: • Inadequate ICT resources, particularly computers and allied accessories/equipment • Inadequate awareness of ICT use in education among the administrators • Inadequate ICT competences among non-ICT teachers • Inadequate lab space and access time (lab has very few computers and is open from 8am to 5pm). Access time in this school is severely limited: the 2156 students are divided into groups of 20-25 students, depending on the year level, and each group have only 1 session of 40 minutes per week.  

The school take pride in the ability of the Junior Achievement Club to use ICT as a tool in their preparation and participation in inter-schools competitions. The school won 3rd position in robotics system competition among 15 peer schools. The school believes its in-service training for teachers and non-teaching staff by their colleague ICT teachers is a pioneering initiative in the use of ICT in education. The school’s DBMS that being used to generate reports and process students’ bills as well as keep school and student records, and the use of the Internet and mobile phone text messages has enhance its communication and operations drastically.  

The overall impact of integrating ICT on the development has been limited/minimal or nil. However, some of the school teachers use DTP to author their own textbooks on various courses, particularly the ICT teachers. No copies of such books were shown to the researchers as evidence of their production. The situation in some tertiary institutions is changing for the better: it was reported that one teacher at the Presbyterian University College (contact: 0233-244 283488) uses smart phones for mobile learning with his students. Another teacher (contact: 0233 244 273544) at the Methodist University College uses ICT to contextualize curricula of ICT-related courses.  

The school reported that it does not any student with special needs. Thanks to providence that there are no such students; no observed design or facility has been in place for such special needs students in this school. 

Educators' perception of the relationship between first language of learners and ICT-in-Education is that there so relationship between the two. The views are that ICT both as a tool for teaching and learning and as curriculum enrichment agent is being practiced using the English Language. In Ghana the first language is used only in the first three years of primary school. Thereafter, the language of instruction is the English Language. Therefore there is very limited relationship between first language of learners and ICT in their education. All textbooks including ICT textbooks are written in English as is the case with all applications software.  

Even though there was no item in the questionnaires, the perceptions of parents or community members are not different from those of educators.