ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-03-11
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 30)  2007-09-25

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-03-11
2.2.2 Types of connection and bandwidth	No internet access. 20/01/11 The school now has a new principal and he said he is in the process of reviving the functionality of the labouratory and connectivity.  2011-01-20
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  2007-09-25

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	28  2008-03-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	30  2008-03-11
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  2008-07-31
2.3.4 Ratio of educators to computers	1.12 (28 / 25) educator(s) per computer  2007-09-25

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	900  2008-03-11
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  2008-03-11
2.4.3 Ratio of learners to computers	36.00 (900 / 25) student(s) per computer  2007-09-25

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  2008-03-11

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 a dedicated ICT instructor and advisor.Both schools (Isikhumbuzo and Siyaphambili) send their learners during timetabled periods the instructors assist them in doing their research and assignments from Maths, Business Economics, Geography and Accounting programmes that have been installed. They also assist teachers with administrative tasks like filling in reports and other documents. Teachers get help in preparing teaching materials from the instructors. The instructors in this institution train learners and some community members who are interested in acquiring basic computer skills. The instructors give them skills that prepare them for jobs or further studying at colleges like CIDA City compass where they can advance in their computer skills. The trio installs new learning programmes that are used by the learners. This instuctor does not appear, howoever, to have a high level of technical expertise in relation to the maintenance of computers. For this, the school relies on its outside service provider. New data (31 July 2008) Two IT teachers are now in charge of the computer lab and they teach computer literacy to all learners.   2008-07-31

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.

The Microsoft office suite. Most used programmes are Microsoft Word, PowerPoint and Excel.   2008-03-11

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-09-25

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-09-25

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	2  2008-03-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	2  2008-03-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	7.14 % (2 / 28)  2008-03-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	7.14 % (2 / 28)  2008-03-11
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	1  2008-06-26
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	1  2008-06-26
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	1  2008-06-26
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.	1  2008-06-26
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	5.56 % (1 / 18)  2008-07-31
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	10.00 % (1 / 10)  2008-03-11
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	5.56 % (1 / 18)  2008-07-31
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	10.00 % (1 / 10)  2008-03-11

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

3.12.1 ICT-integration index score	Data not available  2007-09-25

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)	Data not available  2007-09-25
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.)	Data not available  2007-09-25
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.)	Data not available  2007-09-25
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	Data not available  2007-09-25

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	0.0  2007-09-25
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	0.0  2007-09-25
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	0.0  2007-09-25
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (0 / 0)  2007-09-25

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.

Most educators use Microsoft Office Word to prepare for their lessons. Since the computers are not connected to the internet, those who use it do so at internet cafes in the township.  2011-01-20

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  2007-09-25

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.	Learners mostly use computers during their computer lessons. In these lessons they are taught the basic computer skills and engage in exercises that teachers believe would be useful when they are looking for jobs. They learn how to write an application letter for instance. Very few use it for producing tasks in other subjects.  2008-07-31
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  2007-09-25
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.	The girls now get access to computers from internet café and from their or friends' homes. They used to get it from the school before the computer laboratory stopped functioning. It has not been in use for the past year. They prefer to work from the cafe because there is no noise and they can concentrate more. Classmates or friends will not be there to disturb them. They use it mainly to do academic research for subjects like- Geography, History and Natural Science. They find the internet useful in Life Sciences as they can find more information on the parts of the body, etc. One girl said she did not work on the computer for more than a year and if she had to she would get access from the internet cafe. The other girl said she would prefer to work from school because she can get help from the class and practise more often. This year she has only had access from a friend's home. She only plays games on the computer whenever she has an opportunity to be in contact with a computer. The other girl said she works on her brother's computer at home. al she does is watch movies, play games and occasionally searches for information and checks English spellings. She does not use the computer for school work at al but goes to the library to read books whenever she needs information for school projects.   2011-01-20
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.	The boys get their access to computers at home, internet cafe and in t-other schools on week-ends and during holidays. They also said they had no access in their school. The principal said most of those in the lab need to be fixed. In other schools they research for school projects. They prefer to work from other schools in the community because friends will be there to help them with school work in subjects like Economics, Business and Tourism. Their school teachers give them home work that need research and they leave it to them to find sources wherever. One of the boys said he preferred to work from the cafe because there is no noise and they can concentrate more. If ever they need assistance that needs technological skill, they get it from the helpers employed by the cafe owners. When asked if paying for the facility is not a constraint at times, one of the boys said if he has no money for the internet he goes to the library for information. One of the boys said he prefers to work from his father's office. He researches on carreers and on academica work his father assists him with research. He usually goes after school from 4 to 5 in the afternoon and can stay there for as long as he wants as the father is in charge of the place. He ususally goes to the library and reads books for school work. One of the boys enjoys poetry and he takes good time on the internet searching for more inforamation on this genre.  2011-01-20
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?	Most girls do not use social networks and the reason they gave was that they do not have access to computers. One of the girls said that although her brother owns a computer, she is not allowed to work on it. The brother only permits male siblings to use it. One of the girls said she once used Mxit when she had a phone that gave her access. The one she has now does not have that function. She also said that her parents have expressed unhappiness with her chatting on Mxit. They think Mxit is all about flirting. When asked if she agrees with them she said "No" because one can get school work assistance from users of Mxit. One only needs to be on the chat zone and she can then chat with other school children on academic matters. One of the girls said she chats on Mxit and on Togo. Although she preferred Mxit, she had to stop using it because the newspapers and TV published articles that warned Mxit users of the dangers of chatting with strangers may end up kidnapping you. At the moment she chats with friends on Face book and they help each other with homework.   2011-05-30
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?	The boys agreed that they have been to the one called the "Toilet" where students can talk about a teacher they do not like and say bad things about her or him - fortunately this network has been banned. Most of them said they do chat with friends but they never on school work. Two boys said they chat for school work purposes with other people (like relatives who are studying at tertiary level) who understand Science subjects like Physics and Mathematics better than him. One of the boys said he and his friends chat about issues on general knowledge and like one of the girls; he stopped because he was told of the disadvantages of using it.   2011-01-20

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.	22  2008-07-31
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).	5  2009-05-04
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).	It is mainly used in Mathematics, Accounting, Geography, Science and Business Economics subjects for extended exercises and to prepare them for exams. The learners do tasks from the programmes as per instruction from the subject teachers. Integration in other subjects is limited because the schools have no access to the internet. But somethimes, in other subjects, Mathematical Literacy, Social Sciences, Life Orientation, English, Indigenous Languages (Zulu, Xhosa, Sotho, Pedi,Venda, Tsonga and Tswana)learners do exercises mainly from the installed programmes. Computers are used to do projects in these subjects. In English, for instance, learners can design CVs or advertisements on the computers. New data (31 July 2008) At the moment none of the courses above use ICT for teaching because Letsatsing(the project that has been running the lab has withdrawn and the educators running the lab now are focussing on computer literacy) withdrew its servises at the beginning of the year after the death of one of its directors.  2008-07-31
4.5.4 The percentage of courses taught using ICT	22.73 % (5 / 22)  2008-07-31

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) "What factors favour the integration of ICT in your courses?" Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers.

The availabilty of computers is the main factor. Unfortunately, the educators cannot use them at will. They are only allowed to use them after school as first preference is given to the learners. The ducators are happy that learners are given that opportunity but this becomes a barrier for educators in using computers as much as they would like especially in integrating them into their teaching.  2008-07-31

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

The biggest challenge is the limited accessibility of computers to educators. They can only work on them after the learners have dismissed and even then they can do so if learners are not using them. It is only the IT educators who are free to use them anytime. The other challenge is that they have limited computer skills and this makes it difficult to prepare work for learners or integrate ICT in their teaching. They just do not know how to. One of the IT educators expressed concern in the fast changing technology and she has a hard time keeping up with what is going on. The absence of internet connectivity makes it difficult to cope with the cahnges. The other educators percieved its absence as a disadvantage especially to learners who cannot do their research work adequately especially on current matters.   2008-07-31

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.

Learners are happy that there are computers in their school and in that they are given an opportunity to learn how to use them. Although computers are few they appreciate the fact that the timetable is designed in such a way that all of them have an opportunity to use them once a week. Classes are devided into two groups and they go for computer lessons at different times. the majority of them do not have computers in their homes and as a result they value the lessons they get from their computer educators.   2008-07-31

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.

Computers available are not adequate for the big classes. The time they have on the computer is too short to avail them enough experience in using them. They are still slow and need more time to practise working on the keyboard to improve their typing speed for instance. Those who are fast become frustreted as they have to wait for their peers who are batling to adapt to working on the computer. Some of them feel there is a lot they could learn besides the basic skills they are given. They believe if the internet was connected they would learn a lot on their own and this would give them more fun. The other disavantage is that they are not given an opportunity to integrate computers into their subjects and they know they would benefit from that experience.  2008-07-31

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.	Generally, the teachers need on integrating ICT into their subjects. Although they have been given basic computer skills, they still feel inadequate to apply what they have learnt in preparing lessons for instance.   2008-07-31

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.	They would like to know how to use the internet and do more activities on the computer. They need to improve on their typing speed and in applying what they have learnt to solve everyday problems.  2008-07-31

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).

None (2008-06-26)   2008-06-26

4.12.2 Number of ICT in education-related research publications

1  2008-03-11

4.13 Pioneering initiatives in ICT in education

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

None (2011-05-30)   2011-05-30

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-09-25

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.	About 9 educators use computers to prepare for lessons. Their preparation involves preparing work sheets that learners use during lessons. Those who have access to the internet (outside the school premisses) search for information and exercises that they give their learners to complement lessons taught.  2008-07-31
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 only educators who use ICT in-class teach IT. During these lessons, learners merely learn basic computer skills. The only subject that seems to benefit from these experiences is English in the sense that learners learn how to write application letters and do spell check. The rest of the educators do not use ICT in class.  2008-07-31
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 IT educators evaluate learners by giving them instructions they must follow to complete a specific task. (They learn how to follow instructions that way - resarcher)The rest of the educators do not use ICT for evaluation purposes.  2008-07-31
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.	There is no communication done through computersor any form of technology for that matter. The IT educator indicated thatsince they cannot send emails, they do not use computers to communicate with learners.  2008-07-31
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.	Since computers are not used by other educators teaching the rest of the subjects, there is no reflection on teaching using ICT.  2008-07-31

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.	They do not use ICT to learn. If they did, it would help them understand new concepts better. They would learn and actually see what they are learning about and be in a better position to grasp new knowledge that way.  2008-07-31
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.	There is no impact of ICT on learning at the moment since it is not used. If it was integrated, the teachers believe it would help learners grasp new knowledge better as it would be used to supplenment lessons.   2008-07-31

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.

At the moment there is no impact of ICT on access to knowledge because there is no internet connection. A few who go into the internet to research in cafes attest to the value of ICT in gaining information.  2008-07-31

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.

Educators said their learners would benefit a lot from information that is available in the internet. Their research work would be of a higher standard.Unfortunately they do not have that previledge.  2008-07-31

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 few scripts they print for the IT educator are neeatly presented.  2007-09-25

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.

Documents are not produced for ather subjects. The work done for the IT educator is more presentable.  2007-09-25

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  2008-03-11

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.

No plan. The principal says that the educators' inadequacy in skills that would enable them to integrate ICT is a barrier.   2007-09-25

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  2008-03-11

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.

Bytes Technology Group, as external service provider,appears to have a plan in place. But there is no detailed knowledge of this on the part fo school members. Further information is being pursued on this.  2007-09-25

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  2008-03-11

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.

During afternoons some matriculation learners and youth from the community are given computer literacy courses that equip them with job requirements and entrance requirements for further study. Senior members of the community attend lessons on Saturdays from 08h00 to 17h00. Both these groups pay R500.00 for the course which takes a period of four months. The learners obtain a certificate at the end of the course.   2008-03-11

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

7.4.1 Number of managers	10  2008-03-11
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	The founder of the schools is the director and is the highest in the hierarchy. he is responsible for finding sponsorship for the school. Each school has its own headmaster, deputy and Heads of Departments. The headmasters ensures the schools run smoothly and attend to distric officials' needs. The deputy principals attend to learning problems and are responsible for checking and monitoring registers. The HODs manage the academics and ensure educators attend meetings on their subjects. QAM ensures learning and teaching takes place and to get educators information necessary for improving their teaching. Letsatsi has its own management structure. The CEO is at the top, followed by the Marketing manager and then the Human Resource Manager.   2008-07-31
7.4.3 Number of managers trained to use ICT	10  2008-03-11
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	The Secondary school managers,together with the rest of the teachers have been given basic computer skills by Bytes, the sponsor of the computers. They were taught Microsoft Office programmes. The ICT instructor mentioned in 2.5.2 above has IT, A+ and N+  2008-03-11
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (10 / 10)  2008-03-11
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	4  2008-07-31
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	6  2008-07-31
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.	4  2008-07-31
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.	6  2008-07-31
7.4.10 Percentage of female managers in the institution	40.00 % (4 / 10)  2008-03-11
7.4.11 Percentage of male managers in the institution	60.00 % (6 / 10)  2008-03-11
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (4 / 4)  2008-03-11
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (6 / 6)  2007-09-25

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.	The managers are now independent where preparation of guidelines and instructions to teachers and learners is concerned. Most of administrative work is done by the administration staff.  2008-07-31

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.

Teachers are also able to set tests on the computer and they can design learning exercises on their own. Lesson preparation has been made easy as handouts can be done by the teachers themselves. Having access to the programmes for the five subjects above has helped improve the learners’ understanding of the content. The exercises and tests in the programmes have improved some learners’ performance. The headmaster of Isikhumbuzo said the use of computers by learners has led to improved Matriculation results as well.   2008-03-11

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.	The computer training courses that the teachers have attended from the instructor has helped them become confident and creative in using computers for educative and administrative purposes. Unfortunately it is not all of them who utilise the facility as some are not interested in doing so.  2008-03-11

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  2007-09-25
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 managers can work on Microsoft Word and Excel. The interviewed instructor has IT, A+ and N+  2008-03-11
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 10)  2008-03-11

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.

Learners in these institutions like working on computers and wish they could improve their skills in the course that is offered by Letsatsing. Their major constraint is that their parents cannot afford to pay R500.00 for the course. Absence of the internet is a problem as the learners are unable to research for more info on their subject contents. The number of computers in the centre is not sufficient for the big classes in these schools.   2008-03-11

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

The best success story these institutions have noted is their 2006 Matriculation students who completed the basic computer literacy course that made it possible for most of them to get jobs. Some of their students proceeded to higher institutions of learning like CIDA City Compass and MI because their acquired skills made them qualify for entry. The headmaster of Isikhumbuzo Secondary School links the improved Matriculation results to the presence of the computers as they raise the standard of teaching and learning in the sense that they provide extended tuition.  2008-03-11

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.	500  2008-03-11
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	500  2008-03-11
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	400  2008-03-11
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	400  2008-03-11
9.1.5 Percentage of male learners who have access to computers	100.00 % (500 / 500)  2007-09-25
9.1.6 Percentage of female learners who have access to computers	100.00 % (400 / 400)  2007-09-25

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.	10  2008-03-11
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.	10  2008-07-15
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	18  2008-03-11
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.	18  2008-07-15
9.2.5 Percentage of male teachers who have access to computers	100.00 % (10 / 10)  2008-03-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (18 / 18)  2008-07-31

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.

"None". ICT is not used in any of the African courses.  2008-07-31

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  2007-09-25
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  2007-09-25
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.	"None". ICT is not used in learning or teaching and as far as the school is concerned there are no learners who can be described as having special needs in this institution.  2008-07-31
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-09-25

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.

Although this is a secondary school, there are learners who are battling to understand English instructions during computer lessons. The educator simplifies the instructions fro them and where necessary use their mother tongue to help them understand. To those who have not been exposed to the language used in the computer, grasping skills is a slow process that needs a lot of patience on the teacher's side.  2008-07-31

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

Data not available 2007-09-25