Digital Divide And The Use Of Ict Amongst Students

Having lived in Zambia for several old ages I have noticed that Zambia suffers from a high grade of ICT illiteracy which has lead to a digital divide. The authorities has for long acknowledged this quandary and had launched a plan in 2004.

However marks of a digital divide still exist till today. So I decided to take a expression at how the instruction sector had developed over these old ages and consequently my research inquiry is:

To what extent does a digital divide refering the usage of and entree to ICT be amongst pupils in local and international schools? And what consequence does it hold on them?

In order to set about this research the ICT installations available at the international schools and the local schools were investigated. The schools selected were lake route, AIS, ISL, kabulonga male childs. Questionnaires were designed for completion by instructors and studies were conducted among pupils. The inquiries asked were fundamentally to determine entree and usage and impact of the cognition and accomplishment acquired by the pupils.

The research revealed a large disagreement in footings of computing machine usage, entree and accomplishments acquired between local and international schools. The chief grounds for these disagreements were the socio-economic inequalities that exist amongst these two classs. Students in local schools have one computing machine for 25 pupils. Furthermore the pupil ‘s entree to these computing machines were limited. The involvement of the pupils to utilize these computing machines is besides low. Local schools lacked support and fiscal resources to set in topographic point strict ICT plan that can profit all pupils every bit.

One manner of turn toing this digital divide is by presenting n- computer science in school, this will better the computing machine: pupil ratio. In add-on it will be more pupils to take part in the usage of ICT. Furthermore it does non necessitate a immense budget.

Word count: 300

Contentss

Presentation of Issue

Introduction

The current epoch is being denominated by information and communicating engineering ( ICT ) . It is a period during which ICT is the substructure of pick for accomplishing lasting and sustainable development. Due to ICT, many states are now able to make much more efficient markets which enable them to make more occupations and betterments to the life style of their people.

The usage of ICT as a tool for development refines that people are trained on how to utilize it more confidently, creatively and competitively. It encompasses non merely the command of proficient cognition but besides the necessary apprehension to use them purposefully, safely and co responsibly in all walks of life.

ICT literacy and capableness is cardinal to take part and incorporate in modern society and later in the planetary universe. That being said more consideration is now being given to pupils to larn the basic proficient cognition for operating in an ICT based environment.

However with the attending given non all pupils will profit in well the same manner and can take to a digital divide.

Significant marks of a digital divide can convey about inequality of chances for pupils as they leave school in hunt of high profile occupations.

Therefore it is of great importance to measure the extent to which a digital divide refering the usage and entree to ICT exists amongst pupils in local and international schools in Lusaka.

IT background of issue

Digital divide

Interest of the digital divide has risen amongst both ISP ‘s and authorities in Zambia. Even the populace has taken portion in treatments of the issue. In Zambia as a whole, factors that are taking to the digital divide are computing machine handiness and therefore even internet entree. The digital divide amongst families tends to depend chiefly on two or more variables, income and instruction. Other good known variables such as age, gender, racial and lingual backgrounds do play an of import function every bit good.

Education every bit good creates a barrier to the usage and entree of ICT. Higher degrees of educated persons are more likely to hold entree to ICTs and have the equal accomplishments to pull strings the engineering to their advantage.

The authorities has for long acknowledged this quandary and has launched a plan with the aid of the Nipponese International Cooperation Agency, and Malayan Consultant to assist bridge this divide. ( unknown ) The undertaking had several purposes when foremost launched. One included transforming Zambia into an ICT hub where Zambia would stand out in ICT. The other purposes included making an environment where foreign and domestic investing would be a major attractive force. They hoped to accomplish this by developing new and efficient communicating lines and substructure. Thereafter, the state is be aftering to implement e-education, e-health, e-government and e-commerce, among others, to bridge the digital divide that exists between Zambia and the remainder of the universe.

In 2004, the Small Initiative Fund ( SIF ) was launched to hike the state programme. SIF enabled grass-root organisations in hapless communities to understand and work with ICT in little undertakings. Most of these undertakings use ICT to bring forth income for community groups and present societal services through an ICT entree Centre. Presently they are involved in three sectors in Zambia: instruction, wellness and supports. ( unknown )

Methodology

Each engineering plays a well different function in a pupil ‘s acquisition. Rather than look into all the engineering used and depict its impact the research worker chose to look at a more frequent engineering implemented in the schoolroom, the computing machine.

Two general differentiations can be made as to how pupils learn. They can either larn “ from ” computing machines, where engineering is use as a coach to increase a pupil ‘s basic accomplishments and cognition or “ with ” computing machines. This is where computing machines serve as a tool to develop higher order thought, creativeness and research accomplishments. ( Reeves, 1998 ; Ringstaff & A ; Kelley, 2002 )

I underwent research by analyzing 4 schools, two international schools and local schools. Having no hint as to what to anticipate, the research worker dissected the state of affairs into three classs. First the research examined the IT system that each school was running and had provided to the pupils. Second was to analyze how the IT system was implemented in the pupil ‘ docket. And in conclusion the evaluate the impact the engineering has on the pupils. Having dissected the job into these classs allows the research worker to indicate out where the digital divide really lies if any where to be.

Impact of issue:

Access of engineering

Computer entree

Researching the digital divide amongst schools requires that we examine the entree the pupils have to engineering. The arrangement of engineering in a school can greatly act upon entree to it. If computing machines are connected to the cyberspace but are in an inconvenient location, the handiness of the equipment to pupils and instructors will be limited. Therefore this is an of import issue for instructors and pupils.

From the study conducted for the local school we find an unreasonable sum of computing machines provided to staff members instead than pupils. 30 computing machines were provided to staff members and 22 to pupils. Having looked at the student-teacher ratio we find that the ratios do non suit the figure of computing machines being given.

From study A we besides find that computing machines in the local schools were entirely provided in computing machine labs. In many schools we find this is a common attack since this scene ensures easier maintaince and most likely is easier for instructors to learn computing machine accomplishments to pupils. However Students of today need regular entree to computing machines and unluckily computing machine labs are excessively contributing for the pupils of the 21 century. ( Wolsey, 2009 )

Local schools need to be acquainted with the fact that utilizing engineering in stray schoolrooms is one thing and utilizing engineering as a powerful force in transforming an full instruction system is another.

A individual IT category ( computing machine lab ) constitutes merely a little part of a pupil ‘s educational experience.

In most instances we find that pupils become frustrated when they enter other schoolrooms without technological activities. Most, surely do non happen it worthy of, to put the clip to larn computing machine accomplishments such as keyboarding and Internet seeking merely to hold them fall into neglect in the undermentioned twelvemonth. ( Means )

Ideally, schools would desire computing machines in schoolrooms so the engineering becomes a omnipresent portion of the school environment. Leting pupils to hold entree to computing machines throughout the twenty-four hours can assist advance the usage of engineering going a seamless portion of the acquisition procedure. Although entree to computing machines in a schoolroom is good, it is non ever possible to supply computing machines to all pupils. Schools that are covering with pupils between the 100s and 1000s can non afford this high outgo cost. Therefore and ideal solution would be to ease a centralised country common to pupils.

However pupils were granted entree to computing machine labs anytime of the twenty-four hours. This is of import as we have verified that handiness is non a job. Students are allowed to come and develop their accomplishments when of all time free.

The international schools had an equal sum of computing machines available to pupils. Recently thin clients were deployed in one of the international schools allowingaˆ¦aˆ¦ .

Although the learning procedure of the engineering benefits the pupils it can be vitally as of import for the instructors. Teachers can and make hold a profound consequence on the pupils larning procedure. Therefore instructors holding computing machines when they need them can be every bit as of import.

From study A the research worker found that a sensible sum of computing machines were issued to staff members in the local schools. As for the international schools, most instructors were equipped with their ain computing machines.

Internet entree

Zambia has the highest cyberspace connectivity which costs every bit high as $ 6000 per Mbit, monetary values which is dual the cost of cyberspace in other topographic points in Africa. ( Sinyangwe, 2009 )

This creates a immense job for schools to set-up a sensible connexion that can ease everyone. Although all schools were connected to the cyberspace studies show that many did non see their cyberspace connectivity dependable. One ruin of the undependable cyberspace is being unable to do usage of on-line instruction.

On-line instruction and distance acquisition have given a new dimension to the field of instruction and higher acquisition. Today, pupils do non needfully necessitate to be physically present in schoolrooms. Many educational institutes offer on-line classs to their pupils. Most of the schools and colleges offer on-line assignment entry installations. Students can subject their prep and trial assignments through the Internet. Many universities offer on-line instruction plans wherein the pupils can interact with their instructors over the web. ( Oak )

However although the cyberspace was undependable the international schools had made us of an intranet as agencies of communicating between pupil and instructors.

Use of engineering

Computer usage

Researching the digital divide amongst schools requires non merely requires analyzing the entree the pupils have to engineering but besides the equality in the educational experiences the pupils have with the engineering.

The use of engineering in a school plays an of import function. It is said to be one of the factors that cause a digital divide amongst schools. Reasons are as followed ; seting computing machines in the schoolroom does non automatically diminish the divide. The result of puting in computing machines should be for the benefit of the pupils. Students must be able to pull strings their accomplishments on the engineering therefore bettering the acquisition procedure. Doing so would intend analysing how the pupils are doing usage of the computing machine engineering provided to them.

From study B done on the local and international schools pupils, we find that 47 % of the sampled local pupils do non utilize the computing machines at school. This is a common instance as we find from anterior consequences that pupils are more acquainted with their computing machines at place. Although this so leads to a socioeconomic job. As pupils from different socioeconomic groups have changing entree to computing machines and the Internet. Therefore this has an consequence on the equity of computing machine entree.

However study B shows that 57 % of local pupils did n’t hold entree to computing machines at place. Those who did hold entree, 77 % of them did non utilize it.

This leads to a major job as most pupils are improbable to be utilizing a computing machine at all. It is about impossible to bask the benefits of ICTs without the usage of ICT in instruction and so ICT instruction itself to better accomplishments.

Computers have brought about a revolution across all industries. They have changed the face of society. What was one time known as a engineering that required specially trained people has now become a day-to-day public-service corporation. Computers have gained huge importance in daily life. Their increasing public-service corporation has made computing machine instruction the demand of the twenty-four hours. ( Oak )

The ICT accomplishments of pupils in the local school were hapless. From the study we see that on mean 45 % of pupils did non hold the needed accomplishments to utilize simple tool-based applications ( such as word processors ) Where as pupils from international school all of them had some kind of thought about each of the simple tool-based applications.

Assorted engineerings deliver different sorts of content and function different intents in the schoolroom. For illustration, word processing and e-mail promote communicating accomplishments ; database and spreadsheet plans promote organisational accomplishments ; and patterning package promotes the apprehension of scientific discipline and math constructs. Therefore it is of import to see how these electronic engineerings differ and what features make them of import as vehicles for instruction ( Becker, 1994 ) .

Computer ‘s being implemented in instruction has made it non merely easier for the instructors to render cognition but besides for pupils to hold on it much quicker. Computer engineering allows a fun-element to instruction and it goes without stating that the Internet has endowed instruction with interactivity. The computing machine offers several advantages to a pupil ‘s life, runing from synergistic audio-visual media to PowerPoint presentations to life package. Each can be used to render information to pupils in an synergistic and much more appealing mode. The ocular effects provided by the life and presentation package consequence in greater consciousness of the pupils dues to greater involvement rates. Furthermore, these applications serve as ocular AIDSs to the instructors. Overhead projectors and screens facilitate a coincident screening of information by a big figure of pupils. These audio-visual instruction AIDSs have brought about pronounced betterments in pupil attending and heed. Synergistic media have proven to be utile in heightening the concentration degrees of pupils. Therefore we can reason that this underlines the importance of computing machine learning against text editions. ( Oak )

Computers accomplishments are more of import than of all time, required for about half of all occupations now compared to less than a 3rd in 1997.

A engineering understanding young person is playing an increasing influential function in employment and with a states development. Education is important for pupils to be prepared to run into planetary demands so that well paying occupations are non outsourced. Lack of Education and employment slows down advancement within a state ( Koss, 2001 ) .

The most terrible effects of the digital divide are the long term effects that it can hold on pupils that do non hold entree to instruction. Missing entree and computing machine accomplishments would intend that a whole coevals will lose out on recognizing their full potency in an information and communicating engineering universe ( Koss, 2001 ) .

Therefore it is virtually impossible to disregard the demand for engineering in an instruction course of study ( Di Bello, 2005 ) .

Surveies have besides shown that school pupils who are competent computing machine users tend to execute better in their other cardinal school topics than those with limited experience and assurance to execute basic computing machine necessities. Harmonizing to OECD surveies it has been found thata tech-savy young person could execute strikingly better due to the relationship that they hold with computing machines.

In short pupils with limited entree to computing machines or lone recent entree to computing machines are at a higher hazard of executing ill at curriculum degree.

Internet usage

The cyberspace has more or less go a cardinal medium of communicating and information processing, pervading every sphere of economic system and society. The more it becomes the cardinal medium for concern, instruction, for societal services, for personal development, and for societal interaction, the more the capacity to utilize it becomes dependent on peoples educational degree. In other words the existent inequality starts when we are all dependant on the cyberspace. The more we move into an internet society, the more instruction becomes the foundation for equal chance. Therefore in add-on to the computing machine usage, the degree of cyberspace usage was examined every bit good.

The consequences besides show that 64 % of pupils did non hold internet entree as compared to all the pupils who had entree from the international school.

Information and Communication Technology is playing an progressively influential function in reshaping employment in big parts of the universe. Information and Communication Technologies nowadayss unprecedented chances to battle poorness by increasing income, opening markets and supplying employment chances. Knowledge based economic systems have an advantage in today ‘s planetary market. States with extended cognition assets are able to open employment chances which create rapid technological advancement that benefits in economic growing and lifting life criterions.

A tendency has formed with employees desiring workers with certified accomplishments and educational degrees to make full places. Students in higher instruction are covering with more than a digital divide, it has now become a degree divide. Students that are prevented from acquiring unmarried man grades are at a disadvantage in deriving employment ( Garmon, 2003 ) .

Solution to job:

Solution

Government in Lusaka, Zambia has a batch of work on their custodies, as they have to keep and decide many jobs that are originating in the state. But instruction should be their primary concern. Without proper instruction given to kids they would go disabled as bulk of the work Fieldss of today require computing machine accomplishments.

Deciding a socio economic job is non a possibility for a school. Having a computing machine placed in all the pupils ‘ houses is a hard and about unrealistic solution as the cost can non be handheld either by the authorities.

However schools can ease pupils by implementing the n-computers. The n-computer will let the local schools to make a 49-user computing machine lab that is accessible to all. With budget restraints and ongoing care to take into consideration n-computers would be an ideal solution.

Several states have deployed n-computing with success narratives. Republic of Macedonia is one of them, Enrolling n-computers in 430 schools enabling seven users to entree a individual computing machine at the same time. ( Republic of Macedonia first state to )

N-computers benefit in several ways, its costs are spread out through the usage of shared computing machines. Schools are able to supply up to five times the figure of seats for the same money leting better chance for pupils to do usage of computing machines to heighten their ICT accomplishments.

However although n-computers can obviously cut down a digital divide it has several restrictions merely like other desktop virtualization. One major concern of desktop virtualizations is the possible security hazard that it holds if the web is non decently managed. If downtime were to increase in the event of a web failure all computing machines would be left virtually unaccessible.

Decision

Without the appropriate ICT skills pupils will non be able to get by as the leave schools in hunt of high station occupations. Almost all occupations of today require some kind of ICT accomplishments, whether it is word processing or emailing. A digital divide note merely affects the pupil but the authorities every bit good. ICT is the demand for the young persons of today and the authorities has to take note of that.

Yet covering with a digital divide amongst schools is merely every bit complex as those amongst states. As we have to take into consideration all the factors that cause the digital divide. Each inter relates with one another. To make balance amongst the schools, public schools are required to catch up with international schools in footings of entree of engineering and of class the acquisition end product the pupils achieve.

However through the research undertaken the larning result of the pupils at most times depended on their socio economic background. This leads to one of our biggest challenges to face.

In add-on schools were confronting jobs with internet dependability. Internet in Zambia over all is non at competition degree with other states. Therefore to turn to the job, the research worker would hold to decide the job at state degrees, which goes outside the range of this paper.

Consequence

Local SCHOOL

How frequently do you utilize the computing machine at school and for what intent?

Do non utilize

Occasionally

( a‰¤1hr )

Per hebdomad

Reasonably

( 2-4hrs )

Per hebdomad %

Extensive

4+

Per hebdomad

E-mailing

7 %

86 %

7 %

0

Researching

7 %

65 %

28 %

0

Word processing

57 %

36 %

7 %

0

spreadsheets

71 %

22 %

7 %

0

Desktop publication

78 %

22 %

0 %

0

Presentations

64 %

29 %

7 %

0

Instantaneous messaging

42 %

29 %

29 %

0

Entire

47 %

41 %

12 %

0

INTERNATIONAL SCHOOL

How frequently do you utilize the computing machine at school and for what intent?

Do non utilize

Occasionally

( a‰¤1hr )

Per hebdomad

Reasonably

( 2-4hrs )

Per hebdomad

Extensive

4+

Per hebdomad

E-mailing

43 %

29 %

14 %

14 %

Researching

14 %

43 %

29 %

14 %

Word processing

7 %

50 %

22 %

21 %

spreadsheets

50 %

36 %

0 %

14 %

Desktop publication

86 %

7 %

0 %

7 %

Presentations

21 %

43 %

14 %

22 %

Instantaneous messaging

86 %

0 %

0 %

14 %

Entire

44 %

30 %

11 %

15 %

Have a computing machine at place

Local school

International school

yes

43 %

100 %

no

57 %

0 %

Local SCHOOL

How frequently do you utilize the computing machine at Home and for what intent?

Do non utilize

Occasionally

( a‰¤1hr )

Per hebdomad

Reasonably

( 2-4hrs )

Per hebdomad

Extensive

4+

Per hebdomad

Word processing

57 %

29 %

7 %

7 %

spreadsheets

86 %

14 %

0 %

0 %

Desktop publication

100 %

0 %

0 %

0 %

Presentations

86 %

14 %

0 %

0 %

Playing games

57 %

14 %

22 %

7 %

Entire

77 %

14 %

6 %

3 %

INTERNATIONAL SCHOOL

How frequently do you utilize the computing machine at Home and for what intent?

Do non utilize

Occasionally

( a‰¤1hr )

Per hebdomad

Reasonably

( 2-4hrs )

Per hebdomad

Extensive

4+

Per hebdomad

Word processing

0 %

29 %

42 %

29 %

spreadsheets

36 %

50 %

7 %

7 %

Desktop publication

57 %

36

7 %

0 %

Presentations

28 %

29 %

29 %

14 %

Playing games

29 %

21 %

7 %

43 %

Entire

30 %

33 %

18 %

19 %

Have internet at place

Local school

International school

Yes

36 %

100 %

No

64 %

0 %

Local School

How frequently do you utilize the cyberspace at place and for what intent?

Do non utilize

Occasionally

( a‰¤1hr )

Per hebdomad

Reasonably

( 2-4hrs )

Per hebdomad

Extensive

4+

Per hebdomad

E-mailing

64 %

14 %

22 %

0 %

Researching

57 %

29 %

7 %

7 %

Instantaneous messaging

64 %

22 %

14 %

0 %

Playing games

57 %

14 %

29 %

0 %

Entire

61 %

19 %

18 %

2

Local School

Skills on computing machine plans

Can non

Low

Reasonable

high

Operating system

7 %

57 %

29 %

7 %

Word processing

14 %

29 %

57 %

0 %

Spreadsheets

58 %

21 %

21 %

0 %

Desktop publication

57 %

36 %

7 %

0 %

Presentations

72 %

7 %

21 %

0 %

Web hunt Engines

58 %

21 %

21 %

0 %

Web making

72 %

14 %

14 %

0 %

Photograph Editing

29 %

21 %

50 %

0 %

Entire

45 %

26 %

28 %

1 %

INTERNATIONAL SCHOOL

Skills on computing machine plans

Can non

Low

Reasonable

high

Operating system

0 %

36 %

43 %

21 %

Word processing

0 %

0 %

14 %

86 %

Spreadsheets

0 %

0 %

57 %

43 %

Desktop publication

0 %

36 %

50 %

14 %

Presentations

0 %

14 %

29 %

57 %

Web hunt Engines

0 %

14 %

7 %

79 %

Web making

7 %

50 %

29 %

14 %

Photograph Editing

0 %

29 %

50 %

21 %

Entire

1 %

22 %

35 %

42 %

To what widen do the following constrain the usage and entree of computing machine engineering at your school?

Not at all

A small

Reasonably

Very much

1 ) Students deficiency of accomplishments towards computing machines?

7 %

36 %

14 %

43 %

2 ) Teachers deficiency of accomplishments towards computing machines?

42 %

29 %

29 %

0 %

3 ) Teachers deficiency of involvement in engineering

29 %

50 %

7 %

14 %

4 ) Teachers deficiency of experience with engineering?

36 %

43 %

14 %

7 %

5 ) Principal does non understand the possible part of computing machine engineering

29 %

14 %

29 %

28 %

6 ) Ministry does non understand the possible part of computing machine engineering

29 %

7 %

14 %

50 %

To what widen do the following constrain the usage and entree of computing machine engineering at your school?

Not at all

A small

Reasonably

Very much

1 ) Students deficiency of accomplishments towards computing machines?

29 %

50 %

7 %

14 %

2 ) Teachers deficiency of accomplishments towards computing machines?

36 %

36 %

7 %

21 %

3 ) Teachers deficiency of involvement in engineering

58 %

14 %

7 %

21 %

4 ) Teachers deficiency of experience with engineering?

29 %

36 %

14 %

21 %

5 ) Principal does non understand the possible part of computing machine engineering

50 %

36 %

14 %

0 %

Appendix

Sample study

I am making a study to compare the usage and entree of computing machine engineering amongst local and international pupils

How frequently do you utilize the computing machine at school Do Not utilize on occasion reasonably extended

and for what intent? ( a‰¤ 1hr ) ( 2-4hrs ) 4+ per hebdomad per hebdomad per hebdomad

E-mailing a-? a-? a-? a-?

Researching a-? a-? a-? a-?

Word processing ( e.g. Microsoft word ) a-? a-? a-? a-?

Spreadsheets ( e.g. Excel ) a-? a-? a-? a-?

Desktop Publishing a-? a-? a-? a-?

Presentations ( e.g. PowerPoint ) a-? a-? a-? a-?

Instantaneous messaging ( e.g. Msn courier ) a-? a-? a-? a-?

Do you hold a computing machine at place?

a-?yes a-?no

How frequently do you utilize the computing machine at Home Do Not utilize on occasion reasonably extended

and for what intent? ( a‰¤ 1hr ) ( 2-4hrs ) 4+ per hebdomad per hebdomad per hebdomad

Word processing ( e.g. Microsoft word ) a-? a-? a-? a-?

Spreadsheets ( e.g. Excel ) a-? a-? a-? a-?

Desktop Publishing a-? a-? a-? a-?

Presentations ( e.g. PowerPoint ) a-? a-? a-? a-?

Playing games a-? a-? a-? a-?

Do you hold internet at place?

a-?yes a-?no

How frequently do you utilize the cyberspace at Home Do Not utilize on occasion reasonably extended

and for what intent? ( a‰¤ 1hr ) ( 2-4hrs ) 4+ per hebdomad per hebdomad per hebdomad

E-mailing a-? a-? a-? a-?

Researching a-? a-? a-? a-?

Presentations ( e.g. PowerPoint ) a-? a-? a-? a-?

Instantaneous messaging ( e.g. Msn courier ) a-? a-? a-? a-?

Playing games a-? a-? a-?

What is your Skill degree on these can non Low sensible High

computing machine plans ( look into all that apply )

Operating systems a-? a-? a-? a-?

Word processing ( e.g. Microsoft word ) a-? a-? a-? a-?

Spreadsheets ( e.g. Excel ) a-? a-? a-? a-?

Desktop Publishing a-? a-? a-? a-?

Presentations ( e.g. PowerPoint ) a-? a-? a-? a-?

Web Search Engines a-? a-? a-? a-?

Web making a-? a-? a-? a-?

Photo redacting a-? a-? a-? a-?

Other ( delight specify ) :

To what widen do the following constrain the usage and entree of computing machine engineering at your school?

( click a box )

Not at all

A small

reasonably

Very much

Students deficiency of accomplishments towards computing machines?

Teachers lack of accomplishments towards computing machines?

Teachers deficiency of involvement in engineering?

Teachers lack of experience in engineering?

Principal does non understand the possible part of computing machine engineering?

Ministry does non understand the possible part of computing machine engineering?

Other ( delight specify ) :

Thank you J

Sample of questionnaire

In this questionnaire I will be comparing the entree of engineering ( computing machines ) to instructors and pupils in several local and international schools.

Name of school: aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Are computing machines provided to staff members and pupils:

a-? Students a-?Staff a-?students and staff

How make waiters do you hold running?

aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

What types of computing machines are they?

a-?laptops a-?desktops

Please supply a small description: ( e.g operating system )

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Number of computing machines provided to staff ( this includes disposal ) :

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How are these computing machines used by staff members ( make non include replies sing the cyberspace. This will be asked subsequently ) :

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How many computing machines are provided to student in the IT classes:

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Are computing machines provided in other topics:

a-? Yes a-?No

If so which:

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Are pupils allowed to utilize computing machines any clip of the twenty-four hours:

a-? Yes a-?No

How are the computing machines implemented in the course of study of the pupils ( make non include replies sing the cyberspace in others ) :

intent

Tick or cross

Making prep and other school undertakings

Desktop publication

Word processors

Spreadsheets

Databases

Playing computing machine games

If there are others please province:

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Is there internet entree provided to staff and pupils or merely staff or merely pupils:

a-? Students a-?staff a-?students and staff

Internet supplier:

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Bundle obtained e.g. Home visible radiation:

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How dependable is the cyberspace:

a-?not at all a-?satisfactory a-?reliable a-?very reliable

How is the cyberspace used by staff members ( if cyberspace non provided to staff, skip this subdivision ) :

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How is the cyberspace implemented in the course of study of the pupils:

intent

Tick or cross

Communicating with other pupils sing school work

Download music, etc

Search for information on subjects of

personal involvement ( e.g. association football, programming etc. )

Search for information for school

assignments, undertakings, etc.

Communicate with household members e.g skype, Msn courier

e-mailing

If there are others please province:

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Thank you for your clip J