Camara Research Report

TCD-UCD MASTERS IN DEVELOPMENT PRACTICE

Clinical Field Training Program

Information and Communication Technologies (ICTs) in Jamaica’s Early

Childhood Institutions: An Examination of Teachers’ Access, Use and Attitudes to

Technology in the Classroom

Author: Sonubi Olanrewaju Oluwaseun

September 15, 2014

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Table of Contents

Section 1. Introduction 5

1.1 General Introduction 5

1.2. Education and Technology in Jamaica 6

1.3. Research Questions and Objectives 7

1.4 Conceptual Framework 7

1.5 Available Literature 8

1.6 Justification of Study 8

Section 2. Methodology and Research Methods 9

2.1 Research Design 9

2.2 Data Collection 9

2.3 Participating Schools 10

2.4 Data Analysis 10

2.5 Limitations of Study 10

Section 3. Results and key findings 11

3.1 Demographics of Participants 11

3.2 Evaluation of Camara’s Training Programs 12

3.3 Evaluation of Access to ICTs 13

3.4 Curriculum Integration 15

3.5 Camara’s Educational Tools 16

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3.6 Perceived Impacts of ICTs 16

3.7 Attitudes to ICTs 17

3.8 Challenges with ICTs 19

Section 4. Discussion 20

4.1 Recommendations 21

References 22

Appendix 25

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List of Figures

Figure 1: Conceptual Framework 7

Figure 2: Breakdown of Participating Schools by Region and Parishes 10

Figure 3: Pie Chart showing gender distribution of respondents 11

Figure 4: Pie Chart showing qualification distribution of teachers surveyed 11

Figure 5: Chart showing internet access distribution and bandwidth satisfaction 14

Figure 6: Chart showing teachers’ opinions on Camara’s services 18

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Section 1: Introduction

Information and Communication Technologies (ICTs) presently constitute an integral part of our

everyday lives. They have transformed how we perform many tasks at work and at home. Presently, all

aspects of life are influenced in some significant way by technology (Keengwe, 2007) – communication,

accessing information, productivity and life in general. This ubiquity also extends to education.

Conducted in partnership with Camara Jamaica Foundation, this study seeks to examine the level of

teachers’ access to ICTs, use of ICTs in the classroom and teachers’ attitudes to ICTs in early childhood

education in Jamaica. This report is structured into four chapters. The introduction and description of the

study is covered in this section. Section 2 covers the methodology and research methods. Key findings

and analyses are presented in Section 3. Finally, section 4 will conclude with discussion of the main

findings.

1.1 General Introduction

The integration of ICTs into the classroom is reported to enhance both the .teaching and learning

processes as it offers a variety of opportunities to combine multiple media formats in one learning

environment and in a single learning event (Granston, 2009). Even though convincing evidence

supporting a positive correlation between ICT use and improved learning outcomes has been elusive, it

is generally believed that ICTs enhance learning (Livingstone, 2012; Condie and Munro, 2007). It is this

global perception that has driven substantial investments in computers and other ICT infrastructure by

governments and private investors with the hope that they help improve the quality of education.

In the past two decades, there has been improved efforts in many developing countries to increase

access to ICTs especially computers, as a tool to improve the quality of education. This trend is also

visible in Jamaica as the government has also taken the initiative to incorporate ICT into the educational

settings. In its ‘Vision 2030’ plan, the government has set a six year target to establish the full

integration of ICT into the teaching and learning processes at all levels (Vision 2030 Jamaica).

Partnership with the private sector and civil society is highlighted as a tool in pursuance of the set

targets. Camara Jamaica Foundation successfully plays this partnership role. Its stated motto of

‘transforming education through technology’ is put into practice by providing heavily-subsidized

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computers (with maintenance and end-of-life support) to schools across the island. It also provides

training sessions to teachers that cover basic computer literacy skills. Working closely with Digicel

Foundation, the organization has placed its focus on early childhood institutions and primary schools

and it is currently serving over 300 schools across the 14 parishes of Jamaica. This report presents

findings from a research project that was conducted in partnership with Camara Jamaica Foundation.

The report provides results from a survey of 105 teachers that examines the teachers’ access to ICTs, use

of ICTs in the classroom and attitude to ICTs. The survey covers 67 early childhood institutions and

primary schools from 10 parishes across the island.

1.2 Education and Technology in Jamaica

Jamaica has a high literacy rate relative to much of the developing world. According to the

Commonwealth Foundation (2013), Jamaica has achieved Millennium Development Goal number 2,

which specifies that countries are to provide universal primary education. Jamaica has achieved this goal

long before the 2015 deadline. However, despite the availability of education, there are concerns about

its quality. The quality of education and teachers and the high rate of absenteeism has been a cause for

concern (Commonwealth Foundation, 2013). In addition, there are high levels of inequality in the

education system. There appears to be a disparity between the quality of rural and urban schools. Bailey

(2003) reports that rural schools have a higher dropout rate than urban schools. In addition, there is a

gender gap, with boys having significantly higher dropout rates and much lower academic achievement

than girls (World Bank, 2002).

In order to improve education in Jamaica, the Jamaican government has aggressively pursued

technology-based education. The Government of Jamaica (2011) believes that ICT is a “developmental

tool” and advocates in favor of its proliferation in multiple public spheres, including education. The

government has pursued multiple initiatives to increase the accessibility of ICTs in education. The most

recent initiative, the Tablet Pilot Program, is planned for this year. Under this initiative, the government

will provide teachers and students with tablets at 37 underperforming schools. If this proves to be

successful, then the program will expand to encompass all schools in the country (Ministry of Science,

Technology, Energy, and Mining, 2014).

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1.3 Research Questions and Objectives

1.3.1 Research Objectives

The overall objective of this study is to measure the impacts of Camara’s activities in Jamaica.

Specifically, it will focus on Camara’s training program and its impacts on teachers’ digital literacy. It

will also look at access to and use of ICT in the classroom, while also gathering teachers’ perceptions

about the pedagogical use of ICT.

1.3.2 Research Questions

To guide this study, we will primarily seek to answer the following questions:

1. Are Camara’s teacher training programs sufficient to build the confidence in teachers required

for transformative pedagogic classroom experience?

2. From the teacher’s perspective, does the use of ICTs increase student motivation and hence

enhance learning?

3. How has ICT been integrated into the curriculum and where is help needed in this regard?

4. What is the general attitude of the teachers to ICTs?

1.4 Conceptual Framework

This study focuses on early childhood teachers’ access, use and attitudes to Information and

Communication Technologies. These variables in conjunction with others such as government/school

policy, curriculum affect how ICT is integrated into the classroom. The conceptual framework shown in

Figure 1 below depicts the relationship between the variables investigated in this study.

Figure 1: Conceptual Framework

Teachers’ Use of

ICT Teachers’ Access to ICT

Teachers’ Attitudes to ICT

Teachers’ Training

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1.5 Present Literature

1.5.1 Available Research on ICT use in Early Childhood Education

Several attempts have been made to measure the impacts of the use of ICT in education generally

(Harrison et al., 2003; Condie and Munro, 2007; Dynarski et al., 2007). Since what is good for adults

and older students might be inappropriate for children, different studies are required to assess the use of

ICT in early childhood education. It is a polarized debate as some studies indicate that ICTs in education

inhibits young children’s learning (Cordes and Miller, 2000; Alliance for Childhood, 2004) while others

suggests it enhances learning (Clements and Sarama, 2003).

1.5.2 Available Research on ICT in Early Childhood Education in Jamaica

There appears to be little research available on the use of ICT in Jamaica’s Early Childhood Institutions

(ECIs). Several attempts were made by the researcher to source existing research materials for this

project at the University of West Indies, the leading institution in Jamaica. Surprisingly, there currently

are no theses written on the subject and attempts to lay hold of research publications and articles on the

subject matter were futile.

1.6 Justification of the study

Literature on early childhood education and ICT has emphasized that computer use can be a valuable

learning experience when it is utilized in a pedagogically appropriate manner, with teachers expected to

play an important role in supporting and extending children’s experiences with computers (Gialamas

and Nikolopoulou, 2010; McKenney and Voogt, 2009;). Teachers’ beliefs about the role of ICT for

learning are important in teachers’ pedagogical reasoning and they influence teachers’ behavior (Webb

and Cox, 2004). Investigating teachers’ attitudes is therefore one step toward understanding how ICT

can and is being used in the classroom. It is obvious that unless teachers perceive ICTs as valuable, they

will be unwilling or unable to use them meaningfully regardless of government/school policy. Access to

the technologies and training on their use also influence how teachers employ them in teaching students.

The study therefore seeks to examine access, use and attitudes of teachers to ICTs in the classroom.

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Section 2: Methodology and Research Methods

2.1 Research Design

In order to answer the aforementioned research questions, a survey was conducted with a sample of

teachers across the island. The survey involved 105 teachers from 65 Early Childhood Institutions

(ECIs) across 10 parishes in Jamaica. Questionnaire administration was employed as the sole research

instrument. The data reported in this study was gathered over a period of approximately 3 months and

focused on teachers’ access, uses and attitudes to ICTs.

One of the purposes of this study was to examine teachers’ uses of ICT tools in the classroom.

Russell, et al. (2003) provide two reasons for conducting this kind of systematic examination. First, the

data gathered from such an examination can inform teacher preparation and research. Secondly,

examining teachers’ uses of ICT tools in teaching will provide an indication of the different ways in

which ICT is being used in and outside the classroom. Granston (2009) asserts that this kind of research

can inform policymakers and other stakeholders in developing professional development activities for

teachers that can focus on exposing teachers to the most effective ways of using ICT in teaching and

learning. It is therefore hoped that this research can serve one of these purposes.

2.2 Data Collection

Given the nature of the data to be collected for this report, a survey was deemed the most suitable

technique. The questionnaire employed was sectioned into four parts (See Appendix). It consisted of

demographics, an evaluation of Camara’s teacher training, ICT literacy and curriculum integration

evaluation, and a survey of teachers’ attitudes to ICT use in the classroom. For logistical considerations,

the questionnaires were administered after each training session. It was also sent and completed by e-

mail (for those who had attended training sessions before the survey began). The participating

schools/teachers were selected from a master database that was provided by Camara Jamaica

Foundation.

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2.3 Participating Schools

The study included a sample of 65 basic schools and primary schools. All six educational regions across

the island of Jamaica were represented in this sample. Teachers from 12 out of the 14 parishes were

surveyed. Hanover and Westmoreland were not covered due to logistical considerations. The breakdown

of the sample population by region and parishes are presented in Figure 2 below.

Figure 2: Breakdown of Participating Schools by Region and Parishes

Regions No. of Schools Parishes

1 12 Kingston & St. Andrew

2 7 Portland & St. Thomas

3 9 Trelawny, St. Ann & St. Mary

4 5 St. James

5 8 St. Elizabeth & Manchester

6 24 Clarendon & St. Catherine

2.4 Data Analysis

The data collated was analyzed using Stata/SE 12.0.

2.5 Limitations of study

The major constraint encountered was the timing of the data collection. The initial data collection was

done via scheduled teacher training exercises in June. For the next phase of data collection, which was

to involve independent visits to several parishes, most of the teachers could not be reached as schools

were on break in July. This had an impact on the projected sample size.

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Section 3: Results and Key Findings

3.1 Demographics of Participants

Figure 3 below shows the gender distribution of the participating teachers. Only 12 per cent of the pool

were male. As shown by the ministry of education’s education statistics (2013), 11 per cent of all

teachers in infant and primary schools in Jamaica were male. This implies that the sample size is fairly

representative of the overall population of early childhood teachers in Jamaica.

Figure 3: Pie Chart showing gender distribution of respondents (N = 105)

The distribution of the teachers surveyed according to their qualifications is shown below in figure 4.

Most of the teachers either have a diploma or a bachelor’s degree. This is also quite representative of the

overall picture in the Jamaican education sector as 59 per cent of the trained teachers in the system are

university graduates (Ministry of Education, 2013).

Figure 4: Pie Chart showing qualification distribution of teachers surveyed (N = 105)

Male12%

Female88%

Gender

Male Female

High School

3%

Diploma43%Bachelor's

degree48%

Master's degree

6%

QUALIFICATION

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3.2 Evaluation of Camara’s Training Program

“Now that I am aware and educated on them, they will begin using them for the new school year.”

-Trainee on the use of Camara’s educational tools

Camara Jamaica Foundation carried out series of training programs that covered basic computer

knowledge, introduction to Camara’s educational tools training and basic troubleshooting. It usually ran

for about two hours and it involved the use of video materials and some basic hands-on trial with the

educational materials that Camara provides. It has to be noted that the presenters carried out a feedback

audit each time and thus the response received in the training evaluation section was sometimes less

responsive as in other sections in the questionnaire administered. However, the following observations

were still obtainable.

Eighty-eight responses were obtained. Ninety-nine per cent of those who had received the training

indicated that it was useful and 77 per cent responded that it met with their expectations; 5 per cent of

the trainees said it did not meet their expectations while 18 per cent were undecided about it. Ninety-one

per cent of the trainees ranked the training either ‘very good’ or ‘good’ while 7 per cent said it was

‘okay’ and 2 per cent ranked it ‘poor’. Eighty per cent of the trainees had attended some computer

training course before Camara’s training program.

When asked about ways to improve Camara’s training program, the responses were varied. The most

common responses were (those that had more than five responses):

a. Incentivizing teachers to sustain interest e.g. certificate of participation.

b. Provide handouts for the participants.

c. Make it more interactive/ more hands-on learning.

d. Provide more machines to interact with.

e. Extended training on pedagogical use of ICT – Show examples of how educational tools can be

used in the classroom.

Other notable responses include:

Use more easily accessible locations for the trainings/ more comfortable training locations.

External speakers should be used for videos.

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Allocate more time and run training in phases.

Run training sessions more regularly.

In an attempt to gauge the impact of the training sessions on the participating teachers’ ICT literacy

levels (using their confidence levels as an indicator), the teachers were asked to rate their confidence

levels before and after the course in six areas with a rating ‘1’ signaling ‘beginner’ level and ‘5’

signaling ‘advanced’ level. The following results were culled:

a. With a possible maximum of cumulative 30 points, the average was 22 with a standard deviation

of 7 for the 58 observations; this signals a fairly representative ‘above average’ level of ICT

literacy (as indicated by self-reported confidence levels).

b. 48 of the 58 teachers showed a change in their confidence levels with an increase in confidence

level after the training course.

c. The most occurring changes in confidence levels were in areas particularly focused on during the

training sessions, these were: ‘using windows operating system’, ‘knowledge about computer

parts’ and ‘using Camara’s educational tools’.

d. The biggest changes, with an increase in 2 or 3 levels was in ‘using Camara’s educational tools’.

The survey further sought to find out what other services the participating teachers thought Camara

should provide the schools with. Twelve of the teachers suggested that the organization should find

ways to increase number of computers available to schools/teachers, with one teacher particularly

suggesting that Camara could ‘get parents involved’. Other notable suggestions include:

Provide internet service.

Provide reliable and frequent computer maintenance.

Provide computer training for the students.

Provide easier-to-use educational tools for basic school children.

Provide other ICT tools like projectors and interactive whiteboard.

More educational software training on use of ICT in teaching young children.

3.3 Evaluation of Access to ICTs

Out of 105 respondents, 89 per cent had access to a computer or a tablet at home. The average number

of computers per school was 5. Forty-nine per cent of the schools represented had received

computers from other sources apart from Camara. Only 50 per cent of the teachers reported having

all their available computers as ‘fully operational’. Forty per cent of the teachers reported not having a

computer laboratory. This was a prominent challenge they listed as an obstacle to using ICTs for

teaching and learning. Forty-nine per cent of the teachers have computers dedicated for their teachers’

use and 24 per cent said they have to book an appointment to use the computers. When asked ‘on

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average, how many hours do you use the computer per day?’ the average response was 2 hours per day

with 15 per cent using a computer for more than four hours while 11 per cent do not use it at all in any

given day. In terms of access to the internet, figure 5 below shows the distribution of teachers’ access to

internet and their satisfaction with the bandwidth. 59 per cent had internet access and 43 per cent of

those were satisfied with their bandwidth.

Figure 5: Chart showing internet access distribution and bandwidth satisfaction (N= 105)

When asked about comfort with using computers, 86 per cent responded in the affirmative stating

reasons such as ownership of a personal computer, erstwhile training, ease of use and daily use of a

computer as bases for their comfort with using computers. The major reasons listed by the 14 per cent

who responded to not being comfortable with the use of computers were lack of knowledge about

computers generally, not being tech savvy and access to obsolete or faulty machines.

Only 65 per cent of the schools made computers available to students after school hours and the

computers are available after school for less than 2 hours on an average. This could potentially reduce

the impacts of the intervention of ICTs towards improving learning outcomes. The average student-

computer ratio (defined in this survey as the number of students in one class using one computer at a

given time) was 5.

0

10

20

30

40

50

60

70

No Access Access

Internet Access and Bandwidth Satisfaction

Satisfied with Bandwidth Not Satisfied

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In general, the majority of students have less than 2 hours of access to the computers during school

hours. Fifteen per cent of the teachers reported that their students had no access to computers

despite their availability. Some students only had access to the computers once a week. Also, only 20

per cent of the teachers reported that their computer laboratories were accessible by community

members, including past students.

Apart from computers, 47 per cent of the teachers made use of other ICTs in the classroom. A vast

majority listed projectors as the technologies used in the classroom. Just 4 teachers made use of

interactive whiteboards while the rest of the minority listed televisions, cameras, radios, DVD players as

tools used for pedagogic purposes. These tools mostly aid in learning through technology rather than

with technology as reported in the case of computers.

3.4 Curriculum Integration

The teachers were asked about how ICT has been integrated into their practice. 75 per cent of the

teachers make use of a computer while teaching. The remaining 25 per cent were willing to make use

of a computer to teach if given the opportunity. 76 per cent of those using the computers teach 1-3

classes with them while 16 per cent teach 4-6 classes and 8 per cent teach 10 or more classes with the

computers. The subject mostly taught with computers is reading/phonics. Other notable subjects

taught with the computers are Mathematics, English, Science, Social Studies. When asked what

subjects would they want some ICT help in teaching, the subject with the most response was

Mathematics. It was also the most stated subject that the teachers thought the students could use some

ICT help in learning. Other notable subjects in both cases are reading, phonics, science and language

arts.

90 per cent of the respondents have used a computer or the internet to prepare lessons. 38 per cent

of them do this often use it, 48 per cent sometimes do while 12 per cent rarely use it. 38 per cent of the

teachers are in schools were ICT/computer studies is taught as a separate subject. This is important

as literature on technology integration shows a distinction between just teaching computer skills and

teaching with the aid of computers.

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3.5 Camara’s Educational Tools

The teachers generally appear to like Camara’s educational tools and they use them although 30 per

cent of the teachers reported that the educational tools were not used by the students. Several

factors might be responsible for this. Bookworm is the most used tool, with Wikipedia and Typershark

being other notable mentions. The teachers mostly listed Starfall.com, A.B.C Mouse and Jolly

Phonics as tools they think would also be useful for students. Other suggested tools include

Wordhunt, Help me to learn, Hooked on phonics, Mavis Beacon, edheads.com, Math Blaston, Leap

Frog, SuperKids, Typing Instructor for Kids, Rock and learn, reading blaster, Enchanted Learning,

Preschoolers worksheet.com, busy beavers and Encarta Kids.

3.6 Perceived Impacts of ICT

Forty per cent of the teachers report that male students use the computers more. This is insightful

as the literature review revealed that Jamaican boys tend to attend fewer days of school and attain lower

academic achievement than their female counterparts. ICT has been touted as having the potential to lure

more students into the classroom and this can have a reverse impact on absenteeism and ostensibly

improve educational outcomes. This is reflected in the survey as 98 per cent of the teachers said the

students are excited about using the computers although 55 per cent of them report that the

computers are used more for leisure than academic work by the students.

When asked about effects of students’ exposure to ICT, the following notable responses were repeatedly

given:

Using ICT enhances learning for visual and audio learners

Increased attendance levels as computers capture students’ attention, especially boys.

Gives them access to information other than what is printed in their textbooks

It encourages team work.

At this stage, it will help them as they will be better equipped to use the computer at high school

level and for the work force when they leave school.

They give more attention to the computer.

It is more interactive.

It makes learning fun and adds to aesthetics.

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Using the keyboard and mouse helps to develop eye-hand coordination, motor skills, improves

letter recognition and widens vocabulary amongst other things.

Helps them to explore and find more on their own.

64 per cent of the teachers believe the use of computers had had a positive impact on students’

performance. Some noteworthy examples are given below:

a. Students have shown mastery of subtraction and addition, identifying alphabets, colors, food groups.

b. “I use CDs for stories and phonics lesson and children grasp these more quickly”.

c. “It helps them to associate pictures with words and thus recall information more readily”.

d. “With the mathematics, the boys tend to grasp the concept more readily when they use the games on

the computer”

e. “Students at my school who could not identify letters and numerals are now doing so because they

learn from regular interaction on the computer”

f. “With regards to GSAT (Grade Six Assessment Test), students are able to have internet access to

practice questions. They have programs online like GSAT Ready and go-gsat.com”

g. “One transfer student was not able to identify and numbers and he is now able to do so because of

the videos that I download for them to watch and the activities that they do on the computer”

In regards to the general impacts of the use of computers in the schools, the following responses were

notable and reiterated:

“I believe the use of computer has impacted my school in that the very cook is able to know the

use of a computer”.

It makes the school more marketable as parents want their kids to be exposed to technology.

Improved grades and reading skills.

Increased attendance.

Both students and teachers are becoming literate.

“We do not have to use the internet café anymore to do our work”.

“It has enhanced the learning process. Students view topics as interactive, colorful and

entertaining”

Teachers use less time to prepare lesson when using the computer.

“The impact was more internet related in terms of GSAT preparation.”

Enables teachers to vary their strategies in lesson delivery.

3.7 Attitudes to ICTs

This section presents opinions of teachers about ICT use in teaching and learning, ICT’s impact on

learning and some general issues. Regarding the tablet program, 96 per cent of the teachers have heard

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about the government’s proposed tablet program and 52 per cent of them prefer a tablet to a

desktop/laptop for use in school. 32 per cent prefer a desktop/laptop and the other 15 per cent are

indifferent.

Figure 6: Chart showing teachers’ opinions on Camara’s services (computers and educational tools)

As seen in the chart shown, about 40 per cent of the teachers agree that the computers and

educational tools are of sufficient standard and that the level of technical support and maintenance

provided is adequate. As will be seen in the challenges listed with the use of ICT, a majority of the

teachers want more computers made available to them as they almost unanimously find the

educational tools useful. Only about half of the teachers surveyed are of the opinion that the use of

computers has improved teaching and learning in their schools; a sizeable percentage of them are of

a neutral opinion.

Generally, a large majority of the teachers agree that ICT use in teaching and learning is essential to

prepare students to live and work in the 21st century and that it positively impacts on their achievements

although more than 80 per cent of them think radical changes are required in schools to fully

exploit the potential of ICT use. This is necessary as 68 per cent of the teachers opine that most

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

of sufficient standard

useful

adequate in quantity

adequately supported technically

The computers/educational tools provided are...

Strongly agree Agree Neutral Disagree Strongly Disagree

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teachers lack the adequate skills to make the best pedagogic use of ICT. Interestingly, curriculum

integration is not seen as a major challenge.

A large majority of the teachers agree or strongly agree about the relevance of ICT use in the classroom,

noting that it makes students concentrate more on learning, makes the class less rowdy and that it

positively impacts on students’ motivation. A sizeable majority also agree that it helps students learn

autonomously and improves critical thinking, analysis and problem solving skills of the students.

3.8 Challenges with ICTs

The most significant challenge identified by a majority of the teachers is the high student-computer

ratio. Other notable challenges include:

No proper laboratories

No internet Access

Inadequate teacher literacy/ Poor ICT skills for pedagogical use

Not having enough educational software to assist teaching and enhance learning

Power outages

Non-functional computers/Poor maintenance of computers

Inadequate student literacy

The time it takes to set up in the classroom (in the case of projectors and such tools)

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Section 4: Discussion

Early childhood education is a critical part of the education sector and as such any intervention that

appears to bear potential for positive impacts should be pursued and supported. ICT use and integration

in early childhood education, as shown by the survey results, is well supported by teachers and these

teachers are major stakeholders in the educational outcomes of students. Efforts has to be made to tackle

the challenges that are faced in the successful integration of ICTs in the classroom. Innovative solutions

have to be proffered to reduce the average student-computer ratio and teachers have to be further

equipped to get the best out of available technologies.

Camara is providing services that are essential to improving educational opportunities available to

students from disadvantaged communities. Providing refurbished computers (plus maintenance and end

of life support) at low costs is a laudable effort as it can only positively impact the recipient schools and

students. Camara’s training programs are also well embraced by the teachers as it offers an avenue to

improve their ICT literacy and help to enhance the process of integrating ICT in the classroom. The

introduction of computers into many of the schools has had several positive impacts and most of the

teachers teach with them. The teachers generally have a positive attitude towards ICT use and this would

likely translate into finding innovative ways to enhance teaching and learning processes. The students

are also reported to be motivated and excited by the introduction of computers and this could potentially

reduce absenteeism.

As shown by the survey, access does not necessarily equate to use, school administrators therefore need

to be encourage students to use the educational tools provided. Also after-school access should be

encouraged and provided for to maximize the potential benefits of the ICT intervention. Presently, there

appears to be a moderate level of ICT literacy amongst the teachers. Even though the training programs

provided by Camara has helped to increase general awareness about the educational tools and potential

benefits of ICT, it is does not seem the course is sufficient enough to equip teachers with necessary

skills to get the best out of ICTs in teaching. This is evident from the survey results as many teachers

indicated a need for extended training on the pedagogical use of ICT in the classroom.

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4.1 Recommendations

More focus is required on training teachers about the pedagogical use of ICT.

Innovative solutions need to be sought to increase the number of computers available to the

schools.

More educational software should be made available on the computers provided. Mathematics

has been identified as a subject where help is needed.

To maximize the intervention impact, school administrators should be encouraged to provide

laboratory access to students after school hours. If possible, they should also allow community

members have access.

This project has attempted to measure the impact of Camara’s activities and generally it is

positive as reported by the teachers surveyed. To truly measure the impacts of Camara’s services

though, a longitudinal research project is required. A randomized control trial is advised.

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computer technology to improve student learning. Journal of Information Technology and Education.

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McKenney, S., & Voogt, J. (2009). Designing technology for emergent literacy: The PictoPal initiative.

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_ict_sector_plan.pdf

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Appendix

Questionnaire

ICT in Early Childhood Education: Impact Measurement Questionnaire

Thank you for agreeing to participate in this survey that is co-sponsored by Camara Jamaica Foundation

and Masters in Development Practice, Trinity College, Dublin. The survey focuses on access to and use

of Information and Communication Technologies (ICT) in teaching and learning.

This questionnaire is addressed to teachers in Early Childhood Education and it seeks information about

teacher’s ICT training and literacy, obstacles to the use of ICT in the classroom and some background

information about you. It should take no more than thirty (30) minutes to complete the questionnaire.

All responses are anonymized and treated in strict confidence; no individual or school will be

identifiable in the published reports.

Thank you very much for your time and effort in responding to this questionnaire.

Part A: Participant Information

1. Gender: a) Male b) Female

2. Age: a) Less than 30 b) 31-35 c) 36-45 d) 46 -55 e) More than 55

3. Where do you teach? a) Basic school b) Primary school c) Other

4. Describe the location of your school a) Rural b) Urban

5. Describe the ownership of your school a) Public b) Private

6. What subject(s) do you teach? a) All subjects b) Language c) Sciences d) Mathematics

e) Other: ________________________________________________________________

7. What is your level of highest qualification? a) High school b) Diploma c) Bachelor’s degree d)Master’s

degree e)Other: ___________________

26

8. Including this year, how long have you been teaching (at any school):

a) Below 5 b) 5 – 9 c) 10 – 19 d) 20 - 29 e) 30 and above

9. How many hours a week do you teach a particular class?

a) Less than 2 b) 2-4 c) 5-7 d) 8 or more

10. How many students are in your class? __________; Boys? _________ Girls? _________

11. I supervise and maintain the computer center/laboratory in my school a) Yes b)No

Part B: Camara’s Training Course Evaluation

If you answer No to Question 1, kindly skip to Part C.

1. Did you undergo Camara’s training program? a) Yes b) No

2. Was the training useful? a) Yes b) No

3. Did the training meet your expectations a) Yes b) No c) Undecided

4. Please rank Camara’s training a) Very Good b) Good c) Okay d) Poor e) Very poor

5. Did you have previous knowledge and acquaintance with a computer before Camara’s training program? a)

Yes b) No

6. Did you attend any computer training course before Camara’s training program?

a) Yes b) No

7. Did the training include courses on the pedagogical use of ICT in teaching and learning?

a) Yes b) No

i) If NO, would you like it to be included in the training? a) Yes b) No

8. How can Camara’s training be improved? ______________________________________________

_______________________________________________________________________________________

_________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

9. What other services do you think Camara should provide your school?

_______________________________________________________________________________________

_______________________________________________________________________________________

__________________________________________________________________

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________________________________________________________________________________

Please rate your confidence levels in the following areas:

Circle a rating from 1 (beginner) to 5 (advanced)

10. Using Windows Operating System

10.1 Before the course 1 2 3 4 5

10.2 Now 1 2 3 4 5

11. Using Word Processor


11.2 Now 1 2 3 4 5

12. Using PowerPoint Presentation


12.2 Now 1 2 3 4 5

13. Knowledge about computer parts


13.2 Now 1 2 3 4 5

14 Using Camara’s Educational Tools


14.2 Now 1 2 3 4 5

15 Using the Internet and Email


15.2 Now 1 2 3 4 5

Part C: ICT Literacy and Curriculum Integration Evaluation

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1. Do you have access to a computer or a tablet at home? a) Yes b) No

2. Do you have access to a computer in your school? a) Yes b) No

3. Do you have access to the internet in your school? a) Yes b) No

i) If YES, are you satisfied with the bandwidth/speed? a) Yes b) No

4. Does your school have a computer laboratory? a) Yes b) No

5. Does Camara provide you with computers? a) Yes b) No

i) If Yes, since when? ___________

ii) How many computers are provided?: Desktops: _________; Laptops: ___________

6. How many computers in total are available for student and teacher use? ______________

i) How many of these computers are fully operational? _____________

7. On average, how many hours do you use the computer per day? a) None b) 1 hour b) 2hours c) 3hours

d) 4 hours e) Higher

8. Are you comfortable with computers? a)Yes b)No

9. Kindly state the reason for your answer above:________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

10. Do you make use of a computer while teaching? a) Yes b) No

i) If you answered YES: how many classes do you teach using a computer a) 1-3 b) 4-6 c) 7-9 d) 10 or

more

ii) If you answered YES: what subjects do you teach using a computer?

a) Mathematics b) English c) Phonics d) Reading e) Other subject(s): ________________

______________________________________________________________________

iii) If you answered NO; if you have the opportunity, would you use a computer to teach in class? a) Yes

b) Indifferent c) No

iv) What subject(s) would you want some ICT help in teaching? _________________________

__________________________________________________________________________

v) What subject(s) do you think the students could use some ICT help in learning? __________

__________________________________________________________________________

11. Have you ever used a computer/internet to prepare lessons a) Yes b) No

29

i) If YES, how often? a) Most times b) Sometimes c) Rarely

12. Is ICT/computer studies taught as a separate subject in your school? a) Yes b) No

13. Do students make use of the educational tools on the computers? a)Yes b) No

14. (i) Which educational tool(s) do your students make most use of? (e.g. Typershark, Bookworm,

Wikipedia) _________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

(ii) What other educational tools do you think would be more useful/effective in enhancing learning

among students? ______________________________________________________

_________________________________________________________________________________

____________________________________________________________________

15. Are the computers available to students after school hours? a) Yes b) No

i) If YES, for how many hours after school? ______________

16. Do male students make use of the computers more? a)Yes b) No c) Undecided

17. When given assignments, do your students collect information from the internet/computer rather than

textbooks? a)Yes b) No

18. Do students use the computers more for leisure than academic work? a)Yes b) No

19. What is the average student-computer ratio (how many students in one class use one computer at a

given time)? _____________________

20. Do you think students’ exposure to ICT (e.g. computers) is good? a) Yes b) No

21. Kindly give reason for your answer to question 20 above:

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

______________________________________________________________________________

22. On average, how many hours per day do students have access to the computers?

a) None b) 1 hour b) 2hours c) 3hours d) 4 hours e) Higher

23. Are students excited about using the computers a) Yes b) Indifferent c) No

24. Do you think the use of computers has had a positive impact on students’ performance (test scores)?

a)Yes b) No c) Undecided

(i) If YES, kindly give examples: __________________________________________________

30

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

25. Is the computer laboratory open to outsiders (community members)? a) Yes b)No

26. Is there a computer dedicated for teacher use? a) Yes b)No

27. Do you have to book an appointment to make use of the computer(s) for teaching or personal use a) Yes

b)No

28. What impacts do you think the use of computers has had in your school?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

29. Apart from computers, do you make use of other ICT tools such as projectors, interactive white-board

and other multi-media in your school? a) Yes b) No

i) If YES, list them: _______________________________________________________

30. In your opinion, what is the main challenge encountered with using ICT (e.g. computers) for teaching

and learning?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

31. Have you heard about the government’s tablet program? a) Yes b) No

32. Would you prefer a tablet to a desktop/laptop for use in school? a) Yes b) Indifferent c) No

Part D: Opinions about ICT use for educational purposes

To what extent do you agree or disagree [with the following statements about the use of ICT at school

1. I am satisfied with my ICT literacy level

a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly Disagree

2. The computers provided are of sufficient standard to meet the school’s needs.


31

3. The educational tools provided on the computers are useful.


4. The number of computers available to the school is adequate


5. The level of technical support and maintenance provided by Camara is adequate


6. The use of computers has improved teaching in your school


7. The use of computers has improved learning in your school


8. Most of the students have the competence to complete basic tasks on the computers


9. The introduction of computers at an early stage of education is good


10. Computers and the internet should be used by students to do exercises and practice


11. ICT use in teaching and learning is essential to prepare students to live and work in the 21st century. a)

Strongly agree b) Agree c) Neutral d) Disagree e) Strongly Disagree

12. ICT use in teaching and learning positively impacts on student achievement


13. For ICT to be fully exploited for teaching and learning, radical changes in schools is required


14. Most teachers lack the adequate skills to use ICT while teaching


15. Using ICT in teaching and learning is not a goal in my school


16. There is lack of adequate content/material for teaching using ICT


17. It is too difficult to integrate ICT into the curriculum


18. Teachers generally lack interest in using ICT to teach

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19. Pressure to prepare students for examinations adversely affect the use of ICT in teaching


20. The use of ICT in the classroom makes students concentrate more on their learning


21. The use of ICT in the classroom engages the students and makes the class less rowdy


22. ICT use in learning helps students to learn in an autonomous way


23. The use of educational tools provided on the computers improves students’ higher order thinking skills

(critical thinking, analysis, problem solving)


24. ICT use in teaching and learning positively impacts on students’ motivation


Thank you for completing this questionnaire.

Camara Research Report

Documents

Transcript of Camara Research Report