SETTING UP COMPUTER CENTRES

Including funding models, layout and
establishing centres vs computers in classrooms

MRS. T.V. MADIGOANE
Development Officer Resource Centres, Partnership Agreement Between Wits University and 20 Black Gauteng High Schools Private Bag 3, Wits 2050
E-mail: 160madi@atlas.wits.ac.za
Tel: (011) 716 3464 Fax: (011) 716 3402

This paper is about the facilitation of a Corporate Sponsored, Pilot Community Upliftment Project spanning three years 1996 - 1998.

KEYWORDS: Setting up computer centres, funding models and layout.

INTRODUCTION

The Wits and Black High Schools Partnership Project is a community based educational initiative to prepare disadvantaged high school pupils for tertiary education and is the brainchild of Dr Ron Carter previous Dean of Students at Wits. Our vision for the partnership Project is that teachers and tutors will work together to " advantage" students who have been educationally disadvantaged in the past. We are doing this by developing a firm foundation of academic skills, knowledge and confidence which will enable students to: a) excel at school; b) pursue tertiary studies successfully. Our approach is tutoring in the key subjects of Biology, English, Mathematics and Science to promote active and critical learning. The programme has four components:

• Enrichment Classes
• Computer Resource Centres
• Library Resource Centres
• Co-Curricular Activities

We are aiming to address the major disparities in education and training such as literacy, education levels, skill levels, computer literacy as well as the fact that black teachers and pupils are not exposed to information technology and integrated technologies, we have thus far provided the Project's 20 schools and their satellites with five Computer Centres. Each centre comprises a modern computer laboratory which offer innovative educational methodologies. Each laboratory consists of a server and twenty workstations connected by a Local Area Network ( LAN ).

Five schools in Gauteng were chosen to host these computer centres.

1. The criteria used for selection of schools:

• The five Computer Resource Centres were selected from the 20 selected Pilot schools
• Each Resource Centre is in an area in which it can service other satellite schools.
• The school had to have space readily available for the establishment of a resource centre.
• Educators are required to be computer literate.

Identification of the schools to host the Resource Centres was carried out in March 1996. Ten teachers were trained by Reach and Teach to work as computer educators at the five centres. This training is an ongoing process.

2. Setting up of steering committees: should comprise of people with the following experience:

• visionary leadership
• computer software knowledge - to view software for suitability
• computers - hardware etc requirements
• finance - quotations and financial control

3. Choosing companies to be in partnership with -suppliers, installations, maintenance etc.

• companies that understand the importance of computers in education
• it is always better to utilise companies which can provide and advise realistically on a total solution i.e. cabling, hardware, software. This alleviates calling in several companies if there is a problem
• check the warranty which starts from the time of installation and normally runs for two years.
• it is important not to choose the cheapest quote as you need to bear in mind quality, service and support

4. Important points to be noted:

• the best outcomes in using computers is dependent on certain factors

1. teacher training
2. integration into curriculum
3. co-operative learning experiences.
   
• no matter how good programs are or how reliable software is, unless teachers are well trained in how to handle computers and how to integrate programs into the curriculum, it will not have its full value.
• teachers must have easy access in some private space to learn a specific task which will benefit them directly, calculating grades, marking tests etc.
• important for the community and allied structures to be supportive and involved in the setting up and running

Other Points which were noted were:

• if learners work 2 or 3 to a computer, they motivate each other to learn better .
• in view of outcome based education technology can be used to support these approaches.
• there are definite benefits to using computers, but in order to maximise the benefits, technology should be at the point of instruction in the classroom. Computers should become one of the learning centres in the restructuring of the classroom for group and co-operative learning activities. This requires new management skills for the teacher. The role of a teacher moves from coach to facilitator.

5. Difficulties of computers in the classroom

• security - must be provided for each classroom
• finance - more cabling for each classroom could be expensive
• the number of teachers qualified to teach computer literacy is very limited
• a large number of pupils in the classrooms - less individual attention

6. Advantages of Laboratories vs Classroom Computers

• security is provided to just one centre
• one may have to use only one or two teachers
• open to wider community
• better control of curriculum
• it is easier and less costly to train 2/3 teachers than 20 or more in computer literacy
• computer centres could be used during vacation time.
• centres can be hired our to individual companies for training purposes which would bring in additional income

Funding Models

Phase approach and funding by finance loans

• fund raising - schools, community, local and International businesses - funding proposal.
• sponsors - large corporations
• partnership - parents, pupils and co-operation of community and allied structures
• a levy of about R5 per pupil per month may be used to pay a loan of about R250,000 for establishing a centre within a period of 3-5 years.

Parents and pupils fund raise amongst themselves.

• a school in Daveyton raised R11,000 this can be used as first payment.
• a further levy arrangement could be made for maintenance, replacement, insurance and supplies

Layout

Computer Centre

• computers may be arranged in a 'U' shaped position although there could be a problem with instructing the learners
• other centre may arrange them in a classroom set up
• the height of the tables should allow the screen to be at eye level of learners
• lighting - screen be protected from glare
• heating and ventilation to be considered
• dust should be avoided by the use of covers
• server should, if possible be located outside of centre
• cabling should be put against the wall
• regular back-ups of the data system should be taken

Benefits and Results: It is recommended that an evaluation is undertaken every six months.

SUMMARY:

In summarising this project, there are only two components that can be self sufficient :

1) The libraries
2) The Computer Resource Centres

The benefits and tranference of skills to the community is infinite. The most important factor in our endeavours, is the gradual return of a "Culture of Learning", not only in the schools but in the community generally.

The levels of motivation, confidence and creativity that is becoming evident amongst the pupils is what makes every minute of our efforts worthwhile.