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Question: would the teachers of examiners be the ones supervising the new e testing? are examiners being trained as well?

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Student readiness?

The instructions state to write/jot down on the answer booklet. Will students be given additional paper to briefly write their ideas/brainstorm potential content?

THE ACTUAL PAPER: The Paper lacks General/Overall Instructions that give the students information as to what questions /sections must be attempted. Do they answer ALL questions on the Entire Paper?  Should there be a cover page with general instructions?

With regard to the summary, the first section of this paper, I find the scrolling actually detracting and if i was a student I would be worried about this cutting into my time.

How will cxc evaluate a typo from spelling error?
There is no auto-correct which would be difficult for students, particularly those who are not strong spellers. While it may be positive that there is no auto correct, you have to make room for things like typos. The student may know the proper punctuation spelling grammar etc but in haste are susceptible to such errors.

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School readiness?

Some schools do not have internet connection that is reliable. Every couple of years Trinity College takes in an additional form one, so resources will be strained in one area or the other.

Also we only have one IT lab and two teachers. When is there time to teach everyone to be keyboard savvy?

Some schools still do not have the proper infrastructure to facilitate or conduct e-testing. For instance, some schools do not have sufficient computers or well-equipped labs. Many schools are not ready in terms of infrastructure to conduct e-testing.Teachers themselves while training is taking place are not yet ready. The real problem is preparing the students many of whom do not have access to what they need to be ready. Although the children are tech-savvy, the speed of the internet still depends on how fast they complete their papers. To illustrate, English essays require a certain amount of time to be planned and executed, therefore the speed of the internet can hinder their progress in completing the paper.

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1. Ensure the infrastructural upgrade of all schools to meet the capacity needed.

2. Provide schools with the means to secure hardware provided.

3. Train both students and teachers in the use of ICT software and the necessary skill development.

4. Change the curriculum of Info Tech or add ICT training in primary and secondary schools

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1. Have additional consultations with schools to discover the cultural nuances that can affect the implementation of the policy recommendations.

2. Revamp the policy taking into consideration the needed upgrades.

3. Roll out the policy framework in phases in tandem with the needed upgrades.

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1. The preparation of resources for sessions can be made more efficient, as teachers can have pre-done presentations for numerous classes over a longer period of time.

2. Lessons and Lesson plans &/or assignments can be more accessible to teachers and students from any location that has internet access and the programs necessary to access the files/folders

3. Teachers will be encouraged to update and upgrade their technological know-how in order to remain current in a developing digital space.

4. Students will be encouraged to learn new skills that will enhance their ability to function in a changing world.

5. Ready availability of resources that are both contemporary and “out-of-date” that can be brought to the classroom in real time.

6. Increased chances of interactions with individuals and experiences that are not in the same space or time zone as the class session being held.

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1.  Children without Mobile Devices will be at a notable disadvantage if the tool is needed for individual work and access of content.

2. The type of device and data capability will affect the child's ability to interact with an effectively utilise the content. (Apps/programmes may not open or be compatible with certain devices)

3. The internal culture of the school with regards to the safety of personal items can become more problematic for staff as students seek to secure their costly mobile devices in lieu of schoolmates (others on the compound) who may be less than honest &/or trustworthy.

4. Students have been known to misuse mobile devices while at school to communicate, videotape,  play music, engage in social media use both during and outside of class time. (Students are often unsupervised during the break and lunch periods of the school day.)

5. The MOE is an institution, the active implementation of many of these "assurances" require manpower to implement and execute. The MOE cannot  safeguard anyone's privacy. It can only potentially manage any incidents that may happen through possible damage control.

6. If a device is taken from a student and it is damaged or missing, then how can the MOE enforce that students are responsible for the safety of their devices when they are not in the possession of the student?

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- Teachers will be able to become more tech-savvy.

-Devices an be incorporated into teaching and learning for 21st Century education.

-Both teachers and students will have wider access to information.

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- Internet access on mobile devices lies in the infrastructure of the particular school; so reliability is not assured.

-To ensure effective supervision of students on their mobile devices is not attainable given the various sizes of certain classes.

-Devices need to be sufficiently charged to prepare for unforeseen circumstances such as power outage or technical issues.

- Securing mobile devices is a difficult security problem since teachers are not willing to keep the property of the students.

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- Resources to upgrade the schools need to be of priority.

-There should be more teacher training on using smart devices.

-Measures need to be put into place for the securing of students' devices on the school's compound.