Cost the biggest barrier

Schools have given a strong message to IT suppliers and government that they’d like more centralised procurement of computer equipment and services to help reduce costs.

This was revealed in the 2009 ICT in Schools survey, released earlier this month by the 2020 Communications Trust.

Almost three-quarters of schools supported centralised procurement of software, server infrastructure, technical support, computer equipment and broadband access.

Costs of computer equipment and upgrades continued to be viewed by school principals as the greatest barriers to more widespread use of information and communications technologies (ICTs) in schools.

The report was released during a multi-site videoconference, supported by asnet Technologies, linking Christchurch, Wellington and Blenheim with Kaikoura High School. Local MP for Kaikoura, Colin King participated in the linkup from Blenheim, while Kaikoura High principal Vern Van Aswegen joined in from Christchurch. Students at Kaikoura High explained how they are using ICTs in their learning.

In spite of equipment costs, the 2009 report found that NZ students have good access to ICTs in their schools. With one computer for every four primary students and one for every three secondary students, access is significantly better in NZ than in the UK.

A recent UK survey1 showed there was one computer per seven primary students and four secondary students.

 The report indicates that the relatively high penetration of computers into NZ schools has come at a cost. On average, schools are spending around 10 per cent of their operating grants on ICT, which contrasts with government provision for ICT in school operating grants of only two per cent. Schools are spending over $410 million each year on ICT.

“Schools are diverting funds into ICT and this shows the importance they now place on digitally enabled learning environments,” said Laurence Zwimpfer, spokesperson for the 2020 Communications Trust.

“Seventy per cent of principals, over each of the past three surveys (2005, 2007 and 2009), have said ICT has improved their curriculum delivery. Yet 10 years ago, only 40 per cent reported such gains.”

The report also revealed that, as in previous surveys, there is very little correlation between socio-economic status and student:computer ratios. These have remained largely constant across various school decile rankings.

“We welcome this finding,” said Mr Zwimpfer.

“Our Trust is committed to ensuring that every child has equitable access to ICTs, in their schools and their homes. It is pleasing that the socio-economic status of a school is not limiting this access in any significant way.

“Regrettably, it is a different story in our homes, where according to the 2006 Census, about 100,000 families with school-aged children still have no access to the internet. These homes are the prime target for another 2020 Trust programme: Computers in Homes,” said Mr Zwimpfer.

“NZICT is pleased to have helped with this report,” said Brett O’Riley, CEO for NZICT.

“Our members see schools as very important customers, but we struggle at times to know how best we can engage with all 2600 of them; we are keen to work with government in developing preferred supplier agreements that can help to address the cost issues that are clearly of great concern to schools.

“We are also keen to help schools move to new models of ICT service delivery where they can get the benefits from developments such as cloud computing and server virtualisation.”

The new report also demonstrates the success of the government’s on-going investment in teacher professional development.

In 2001, most teachers were just starting to gain confidence in using computers, while the new report indicates that over half of all teachers are applying what they know about ICTs in their classrooms, or are thinking about doing so.

A striking result is the high percentage of Maori medium teachers who are confidently integrating ICTs into the curriculum (32 per cent, compared to 16 per cent secondary school teachers and 22 per cent primary teachers).

Other key findings in the report are:

• School computing is overwhelmingly based on PC-type Windows computers (89 per cent secondary, 87 per cent Maori Medium and 76 per cent primary).
   
• Vista has made little headway against the dominant XP, reaching only 11 per cent in primary schools and three per cent in secondary schools.
   
• Apple Macs have an increasing presence, particularly in primary schools; 26 per cent of the computers in primary schools are now Macs, compared to 20 per cent in 2007 and 15 per cent in 2005. A lower growth trend for Macs is evident in secondary schools with 10 per cent this year, compared to nine per cent in 2007 and seven per cent in 2005.
   
• School curriculum areas with the most computer and internet use are Computer Studies, English, Mathematics and Social Science.
  
• Microsoft Office is used in all secondary schools, 97 per cent of primary schools and 95 per cent of Maori Medium schools.
   
• Three-quarters of schools are partially or fully networked but only 55 per cent have high speed networking infrastructure.
   
• Wireless connectivity has increased with a third of schools now providing wireless access across their school, compared to 23 per cent in 2007 and 14 per cent in 2005.
   
• All schools have access to the Internet with most having ADSL or ADSL2+ connection (55 per cent primary, 64 per cent of secondary and 74 per cent of Maori Medium schools).
   
• Twenty-eight per cent of primary schools are dumping computers in landfills, compared to 51 per cent in 2007; this change is attributed to the annual eDay programme for recycling electronic waste.

This year’s ICT in Schools survey, carried out for the 2020 Trust by Research NZ was supported by a number of partners from government and business.

1 British Educational Suppliers Association , ICT Survey of State Schools, September 2009 http://www.besa.org.uk/besa/news/view.jsp?item=1974