(Download the PDF version of this document here)
Information & Communication Technology (ICT) Design Document
The current status of ICT in Franschhoek schools is as follows:
- The number of learners per computer varies widely between 8 and 38 across schools
- Learners spend between one period and five periods/week in the computer laboratory. Most learners have some exposure except for one school in which only a minority is exposed
- Connectivityvaries from a single 384kbps ADSL line in a number of schools to 5 x 4mbps in another
- MicrosoftWindows is the standard operating system
- Office and CAMIare used predominantly for teaching purposes
- Very limited classroom technology exists in the majority of schools (e.g. dedicated workstation and interactive whiteboard).
- Mobiletechnology (netbooks, iPads, laptops and smartphones) are only used at Bridge House.
- Mostschools use WCED applications for administrative purposes; Bridge House uses package software.
- Mostschools obtain technical support from a WCED agency which is not as responsive as they would like.
- Themajority of schools experience poor response times on their computers, slow network speeds and unreliable servers.
- Affordabilityof upgraded computers, infrastructure and connectivity, together with upgraded support are the major issues confronting the majority of schools.
The scope is to work with all the State schools in the Valley.
It is estimated that the ICT Project will take 3 years to complete.
During the design phase of the ICT, the Bhabhathane Project Team will be involved in researching potential service providers, getting approval from the Bhabhathane Steering Committee with regard to the service providers etc. The design phase will take three months for both of the sub projects.
Once funding is secured and the service provider has implemented their programmes, the Project Team will be required to manage the service provider throughout the 3 years, as Bhabhathane is ultimately accountable to the donors and will need to undertake overall monitoring and evaluation and reporting. Should the service provider source their own funding during the initial 3 year period, they will no longer be a service provider and will revert to being an independent entity in partnership with Bhabhathane. At that point, the Bhabhathane Project Team will no longer be involved in any of the continuing implementation processes and may play an operational role in any further UCT upgrades or initiatives. In short, the role of the Bhabhathane Project Team will change as the ICT evolves.
Green Shoots Education Services NPC is currently working on a two-year contract in the Quintile 1 primary schools, running a Mathematics programme sponsored by the Rupert Onderwysstigting. Short-term upgrades in these schools in order to support the Green Shoots Mathematics programme have been completed. However, further short-term upgrades are necessary, as are the on-going upgrades identified in the 2013 Bhabhathane Report. The Green Shoots programme will run for 2 years, after which the schools will keep the Mathematical programme for their use. The schools will be able to update programme content each year at a minimal licence fee.
Sustainability of the ICT Project
It is envisaged that after a 3 year period, the objectives outlined in this document will have been achieved and the schools will have fully functioning ICT equipment and ICT will be integrated into the teaching and learning.
The schools will have had 3 years to design and plan their own fundraising or maintenance strategy to ensure the on-going sustainability of ICT.
High Level Objectives
In all the schools:
- Technology will continue to become more affordable, more accessible and with more software to support the education environment
- This will enable:
o e-Teaching: teachers empowered to use technology effectively
o e-Learning: learners empowered to use technology effectively
o curriculum/education: models, methodologies and pedagogies responsive to education needs
o environment: a technology-enriched environment to enable effective e-Learning
o e- Administration: reliable ICT to streamline administration
- Solutions will be “open architecture” and scalable to different school environments
- A migration of technology from computer labs into classrooms (i.e. interactive whiteboards, data projectors, internet access) and, ultimately, computer-based learning technology for learners (i.e. tablets or notebooks)
- In Franschhoek schools, ICT will be used for the benefit of teachers, learners and the wider community.
- Description of Sub Projects in terms of:
2.a. Processes to be implemented
|Sub Project||Objectives||Processes to be implemented||Materials/Resources|
|2.1.a Short term ICT upgrade (6 state schools)||* To create a wireless environment to make access to cloud based resources and the internet available to all learners and teachers within the schools* To provide the fastest internet connectivity available in the area to allow effective access to web based curriculum resources* To create a reliable ICT environment through providing effective and sustainable technical support structures both internally and from external contractors* To ensure that all curriculum based technology is in optimal working order to support curriculum delivery with minimal breakdowns.||* Install wireless routers into all schools* Arrange upgrades to all ADSL lines to 4Mbps and uncapped internet access* Arrange third party technical SLA’s (Service Level Agreements)*Arrange regular workshops and training sessions for teachers re ICT (this will occur in year 3 of the Teacher Enrichment Project).||* Project Managers time to liaise with service providers.* Time of teacher in charge of ICT in each school to liaise with service provider.* Service provider’s time to assess and install equipment in the schools.* Cost of service provider and/or equipment (see 7.1 and 7.2).* Time in year 3 of Teacher Enrichment Programme for teachers to attend professional ICT training.|
|2.2.a On-going ICT upgrading of labs and classrooms||* To upgrade ICT technology in order to build towards the vision of e-Teaching and e-Learning, through staying current with ICT hardware, software and internet access.* Ensure a continuous annual upgrade cycle in conjunction with teacher training and other change management interventions.* To provide on-going professional development for teachers in ICT||* Bearing in mind the national focus on numeracy and literacy, a logical phasing approach for Primary Schools could be to equip Grade 3 classrooms initially, followed by Grades 4, 5 and 6.*A logical approach for Secondary schools could be to equip the senior phase (Grades 10 – 12) Mathematics classrooms, then the Science classrooms, followed by other subjects.* Management and co-ordination of the various suppliers.* Testing of all components.||* Project Managers time to liaise with service providers.* Time of teacher in charge of ICT in each school to liaise with service provider.* Service provider’s time to assess and install equipment in the schools.* Cost of service provider and/or equipment (see 7.1 and 7.2).* Time in year 3 of Teacher Enrichment Programme for teachers to attend professional ICT training.|
2.b. People affected by the sub project, how they will be organised and assisted with change
|Sub Project||People affected||How will they be organised and assisted with change|
|2.1.b Short term ICT upgrade (6 state schools)||All staff and learners.||* Green Shoots provides on-site technical assistance to the schools on a daily basis.* The Green Shoots Mathematics programme will run in the schools until the end of 2015. During this time teachers will be assisted with the technical and practical skills to operate the programme.|
|2.2.b On-going ICT upgrading of labs and classrooms||All staff and learners.||* During 2014 – 2016 Green Shoots will provide ICT professional development sessions once a term with all teachers. In addition, Green Shoots provides a dedicated facilitator who works with the teachers once a week when the children are in the lab working on the Mathematics programme).* Regular teacher training in ICT skills will commence in year 3 of the Teacher Enrichment Programme.|
2.c. Technology to be used within the changes environment
|Sub Project||Technology to be used within the changes environment|
|2.1.c Short term ICT upgrade (6 state schools)||Land lines, cell phones, email, printing, internet and requisite ICT skills.|
|2.2.c On-going ICT upgrading of labs and classrooms||As above.|
- Relationship with other sub-projects (in terms of timing)
- Issues/risks to successful implementation and how these will be managed
|Sub Project||Issues/risks to successful implementation||How the risks will be managed|
|4.1 Short term ICT upgrade (6 state schools)||* ICT equipment outdated and the Green Shoots Mathematics programme cannot be run.* Connectivity unreliable and teachers not able to access the Internet etc.* Teachers reluctant to embrace technology.* Theft of ICT equipment.* ICT equipment not looked after by the school.* School reliant on Telkom, which provides an inadequate service and cables get stolen etc.||* On-site Technical Training Assistant (TTA) supplied by Green Shoots daily. Schools have a service agreement with Green Shoots and on-site technical support provided by a professional ICT technician is provided weekly for the duration of their programme.* ICT training for teachers will commence in year three of the Teacher Enrichment Programme. The Inclusive Education training will be completed, which will allow time for ICT training. This will fit with the completion of the first cycle of the on-going ICT upgrades.* Principals encouraged to ensure that the ICT equipment is secured, the room is alarmed etc.* Encourage schools to draw up a ICT lab user policy e.g. no eating in the lab etc.* Implement wireless access in all schools.* During 2014 – 2016 Green Shoots will provide ICT professional development sessions once a term with all teachers. In addition, Green Shoots provides a dedicated facilitator who works with the teachers once a week when the children are in the lab working on the Mathematics programme).|
|4.2. On-going ICT upgrading of labs and classrooms||* Teachers reluctant to embrace technology.* Theft of ICT equipment.* Time constraints of teachers and, therefore, unable to attend ICT training.* ICT equipment not looked after by the school.||* On-site trainee technician supplied by Green Shoots daily and on-site technical support provided by a professional ICT technician weekly for the duration of their programme.* Regular ICT training for teachers will commence in year three of the Teacher Enrichment Programme. The Inclusive Education training will be completed, which will allow time for ICT training. This will fit with the completion of the first cycle of the on-going ICT upgrades.* Principals encouraged to ensure that the ICT equipment is secured, the room is alarmed etc.* Encourage schools to draw up a ICT lab user policy e.g. no eating in the lab etc.|
- Approach to implementation
|Sub Project||Approach to implementation|
|5.1 Short term ICT upgrade (6 state schools)||1. Service provider to visit schools and confirm what short term upgrades are needed (over and above those done by Green Shoots in 2013).2. Service provider to meet with Principal and teacher in charge of ICT at the school to agree on dates, times for any short term upgrades.3. Service provider to implement short term upgrades.|
|5.2. On-going ICT upgrading of labs and classrooms||1. Service provider to visit schools and confirm which on-going upgrades will be needed.2. Service provider to meet with Principal and teacher in charge of ICT at the school to agree on dates, times for any on-going upgrades.3. Service provider to implement on-going upgrades adhering to an agreed on schedule with the school.|
- Implementation plan showing timing/bar chart
- Resources required
|Sub Project||Resources required|
|7.1 Short term ICT upgrade (6 state schools)||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|ICT technical experts.||Green Shoots & Andre Pietersen|
|Total cost in 6 schools:* Wireless routers – R24,090* 4Mbps ADSL lines -R30,600 pa* Uncapped internet access -R29,160 pa* Contracted technical support – R72,000 pa* Technical assessment, repairs and upgrades – R126,565A typical after school 2 hour ICT training workshop for teachers will cost R3 000 with the number of sessions dependent the proficiency of the candidates. (This will occur in year 3 of the Teacher Enrichment Project and will not be budgeted for in the initial 3 year funding proposals).|
|7.2. On-going ICT upgrading of labs and classrooms||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|ICT technical experts.||Green Shoots & Andre Pietersen|
|Out of pocket expenses:The estimated total cost of this upgrade comprises lab cost and classroom cost.Lab upgrade cost is based on number of PC’s:learner of 1:10 and cost/PC of R10k (including infrastructure):
Classroom upgrade cost is based on R50k per classroom, being R20k for whiteboard, R6k for computer, R8k for data projector plus infrastructure:
TOTAL COST 11 400 000
This level of change cannot conceivably be undertaken within a short period such as a year, nor would this be affordable. Thus, it is proposed that the schools move onto an annual three-year rolling cycle costing about R3 800 000 pa. By the end of the three years the schools would largely be using current technology bearing in mind that plans will need to evolve as technology itself evolves.
8. Monitoring and evaluation
|Sub Project||Monitoring and Evaluation Tool|
|8.1 Short term ICT upgrade (6 state schools)||* Register of attendance of Green Shoots Mathematics programme sessions to show that all schools are using their labs.* Analysis of Mathematical result of children participating in the Green Shoots Mathematics programme.* Report back from the service provider (written and verbal) to the Bhabhathane Project Manager regarding usage and efficiency of ICT equipment in the schools on a monthly basis.|
|8.2 On-going ICT upgrading of labs and classrooms||* Register of teachers attending ICT training and details of courses offered.* Report (generated by the teacher in charge of ICT in the school) on teacher usage of UCT in their lessons. Examples of this provided.* Feedback from children on their usage of ICT in lessons (this can be in the form of a questionnaire that children fill in).* Report back from the service provider (written and verbal) to the Bhabhathane Project Manager regarding usage and efficiency of ICT equipment in the schools on a monthly basis.|