Shika kwa Mouse
Version 1.0 TZ
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ICT Resource and Teaching Manual
Tanzania
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Written by Peace Corps Volunteers
June 23, 2012
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Contents
Introduction ….................................................................................................................................................................
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Part 1: Teaching ICT - General Recommendations
1.1 - Computer Lab Rules …........................................................................................................................
1.2 - Pace of Teaching/“The Basics” ......................................................................................................
1.3 - Teaching Without a Projector …....................................................................................................
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Part 2: Teaching ICT - Subjects/Activities
2.1 - Basic Computer Use …........................................................................................................................
2.2 - Open Lab Hours …................................................................................................................................
2.3 - NECTA ICT Syllabus …........................................................................................................................
2.4 - Using Computers to Teach Non-ICT Subjects …......................................................................
2.5 - Typing …...................................................................................................................................................
2.6 - Word Processing …..............................................................................................................................
2.7 - Internet ….................................................................................................................................................
2.8 - Programming ….....................................................................................................................................
2.9 - Media Design …......................................................................................................................................
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Part 3: Computer Lab Management
3.1 - User Accounts …....................................................................................................................................
3.2 - Antivirus …..............................................................................................................................................
3.3 - Cleaning Up After Students …..........................................................................................................
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3.4 - Reformatting and Reinstalling
…..........................................................................................
3.5 - Replacement of Obsolete/Broken Computers ….....................................................................
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Part 4: Computer Lab Development
4.1 - Starting a School Computer Lab ….................................................................................................
4.2 - Improving an Existing Computer Lab …......................................................................................
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Appendices
Appendix A - Computer Vocabulary …...................................................................................................
Appendix B - Computer Safety Concerns ….........................................................................................
Appendix C - Posters in the Lab …............................................................................................................
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Appendix D - Windows Profile Management
….......................................................................
Appendix E - BIOS Guide
…...............................................................................................................
Appendix F - Contacting PCVs …...............................................................................................................
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- sections that are more involved or technical
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Introduction
Teaching ICT in Tanzania poses unique challenges, due to a general lack of ICT resources and a general
lack of ICT knowledge. Peace Corps Volunteers teaching ICT all over the country are finding
themselves having to learn how to teach, and to manage their laboratories, "the hard way". Due to a
lack of communication, many of them are "reinventing the wheel" - developing the same methods and
systems that have already been developed by others before them. Such development takes a very long
time, and during this "development time", each PCV's teaching is generally not very effective.
Shika kwa Mouse is intended to act as an ICT counterpart to Shika kwa Mikono, which is a Peace Corps
Volunteer-written guide to teaching science and managing school science labs. Shika kwa Mouse's
primary goal is to share knowledge and methods that have already been developed, in order to
increase the effectiveness of PCVs who teach and manage ICT in Tanzania.
If any non-PCVs would like to use this guide as well, they are welcome to do so.
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Part 1 - Teaching ICT - General Recommendations
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1.1 - Computer Lab Rules
Philosophy
Most schools cannot easily afford to replace their computers. Therefore, it is paramount that the
computers not be destroyed. It is very important to create and enforce rules to protect the computers.
It is important that the students be able to easily understand the rules, so the rules should be as simple
as possible.
And the rules should be enforced strictly; if the rules require kicking students out of the laboratory,
that is okay - it is better that a few students should not learn computers than that those students
should damage the computers and prevent everybody from learning.
Recommended Rules
The exact rules will vary from person to person, but a pretty good set of rules is this:
1. Don't run and don't fight.
2. Shut computers down properly.
3. Follow the teacher's instructions.
4. Bring notebooks and take notes.
Number 1 aims to prevent students from accidentally knocking computers off of their tables.
Number 2 is to prevent students from shutting off the electricity instead of following correct shutdown
procedures (simply shutting off the electricity can damage or even destroy the computers).
Number 3 allows the teacher to adapt and create new rules as situations require.
Number 4 ensures that students use good study practices in the lab, rather than simply playing with
the computers.
Strictness of Enforcement
Due to the importance of protecting a school's computers, we recommend strict enforcement of the
rules. If a student breaks one or more of the rules, that student should receive punishment
immediately. Punishment should be at least as significant as kicking the offending student out of the
lab for that class session. If the problem is more severe, the student may also be banned from the
laboratory for one or more future class sessions; if the problem is truly serious, the student may be
banned completely from the laboratory.
These are by no means the only applicable punishments. Especially in cases involving students who do
not care about studying ICT in the laboratory, other punishments may be required.
Note that being strict need not be the same as being mean - be sure that the students know that even
though they are being temporarily kicked out, they are welcome to keep coming to the lab provided
that they're careful to follow the rules.
Example Enforcement Scheme
One PCV uses the following system to enforce the computer lab rules:
Before students are allowed to enter the lab, they are taught the laboratory rules and the punishments
that will typically be used. They must write and sign a semi-formal agreement saying something to the
effect of "I understand the lab rules, promise that I will follow them, and agree to be given appropriate
punishment if I fail to do so", and then to give the agreement to the teacher.
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A list is kept of all of the students who have handed in these agreements. At the beginning of each
class, a student is asked to be the "guard" - they have the list, and their job is to only allow the listed
students into the lab. Class monitors can be guards, or any other trustworthy student.
If a student breaks one of the rules, either intentionally or accidentally, typically the punishment is to
be kicked out of the lab for the rest of the day and/or to be banned from entering the lab for one
following lab session. In the case of a student being banned for the day, their name is temporarily
removed from the list and added to a second list of banned students. If a student does something really
terrible, this system could be used to ban them for longer periods of time, or even permanently.
Another Enforcement Scheme:
For serious or repeated problems that wouldn’t go away, I resorted to the more extreme measure of
kicking out all the students. This is a last resort but I’ve found it to be effective. The key was to
communicate clearly to the students why I’m doing it. For example, I used to have a problem with
students hitting the power switch to shut down, which I already explained they should not do. So
towards 6PM when I’m closing up, and the students exit, if I see anyone do this, I immediately close the
door (I stand near it while they’re exiting). Then I tell them the computer lab will be closed for the next
day or two (or more - you decide) because of what just happened. I make sure they understand what
behavior caused me to take this action.
Or if it happens earlier, say only 30 minutes after I open the lab, I only close for the rest of the day.
This is harsh, but again it’s been effective for me. Even though it punishes everyone for the bad actions
of a few, I’ve found it encourages peer pressure to behave well. And since I open every weekday, losing
1-2 days isn’t really a big deal.
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1.2 - Pace of Teaching/“The Basics”
For a PCV teaching ICT in Tanzania to students who have never studied computers before, the pace of
teaching will probably be surprising, if not shocking.
In America, pretty much everybody has been using computers for years now. There is a vast amount of
computer skills and knowledge that in America are thought of as "the basics", that to new computer
students are actually quite complicated and take time to learn. A few examples:
○ How to shut down correctly!
○ Keeping track of the meanings of "left-click", "right-click", "single-click", and "double-click", as
well as knowing when to use each type of click. Or being physically capable of moving the
mouse cursor to the desired location, or being physically capable of double-clicking!
○ How to move, resize, close, maximize, minimize, and restore windows.
○ Opening moving, renaming, copying, and deleting files.
The bad news: You will probably not be able to teach your students nearly as many "advanced" skills
as you were hoping.
The good news: Even just teaching these types of basic skills is a huge help!
Mindset recommendations:
Try to go into your lessons with a realistic idea of what your students know and what they need to
learn, and how much you're going to be able to teach them. And be ready for unexpected setbacks, and
be ready to be patient as your students learn these skills. And be ready to take time to teach these
skills.
Strategy recommendations:
If you want to teach a particular topic (perhaps word processing, or Internet use), be sure to think
beforehand about which of these "basic skills" are needed to do whatever it is you want to teach them.
For example, if you want to teach them how to save and reopen word processing documents, the
students must:
○ Be able to use the mouse to both single-click and double-click.
○ Know that the "File" button is a button.
○ Know what computer menus are and how to use them.
○ Know how to write a filename in a particular box.
○ Be able to open files and folders via doubleclick.
For many Tanzanian students, the abovementioned skills are completely new and will take time to
learn.
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1.3 - Teaching Without a Projector
Many schools do not have projectors. Teaching ICT without a projector can be very difficult, as it is
impossible to show the class, on the computer, how to perform whatever action is being taught.
Here are some possible ways to deal with these difficulties:
Chalkboard and Individual Investigation
One possible method involves a three-step process:
1. Use the chalkboard to outline the basic idea of the new action to be taken. Keep drawings as
simple as possible; instead of drawing the entire screen, draw only the controls that are
necessary for the action and then verbally explain where those controls will be on the screen.
Have the students take notes as you do this.
2. Give the students the task of doing these actions themselves, and then walk around the lab
helping students to find the controls and actually perform the actions.
3. Give the students some activity to perform that involves using these actions multiple times.
This serves to give them enough experience performing the action that they will really
remember it.
Although this method is much slower than simply showing things on a projector, it works reasonably
well. Going around to all of the computers to help the students can be very difficult depending on how
many computers there are in the lab.
Student Teaching Assistance
One PCV will teach something to the student at one computer, and then ask that student to help teach
the other students. While that student is going around teaching others, the teacher then visits a second
student, teaches them, and asks them to help teach. This process continues until every student has
been taught by either the teacher or by another student. It is much slower than teaching with a
projector, but much faster than individually teaching every student in the lab.
If you do this, be sure to tell the students to “teach” the other students by explaining it to them, and
make sure they don’t just take other students’ mice and do it for them.
Tutorials
Tutorial documents can be created and put on every computer. In this way, all of the students can
simultaneously work their way through a given tutorial and see any pictures or videos of the computer
screen that are included in the tutorial.
However, depending on how familiar the students are with the computers, it can be very difficult for
them to make the conceptual leap between real buttons on the screen and pictures of those same
buttons, et cetera. Students who are new to computers have also been observed to have a very difficult
time navigating between different sections of a document, etc.
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Part 2 - Teaching ICT - Subjects/Activities
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2.1 - Basic Computer Use
Justification
A lot of Tanzanian students are absolutely 100% new to using computers. Many others have only used
computers at school, and often have not been taught much about basic computer skills. In either case,
some instruction in "computer basics" is very important.
A few examples of skills the students may not have:
○ Being able to shut down correctly!
○ Knowing the meanings of "left-click", "right-click", "single-click", and "double-click", as well as
knowing when to use each type of click.
○ How to move, resize, close, maximize, minimize, and restore windows.
○ Opening, moving, renaming, copying, and deleting files.
Teaching Basic Computer Use
Based on one PCV's teaching experiences, the following plan was developed for teaching new
computer students. You can use it as-is, modify it, or use bits and pieces of it. If a class period has
enough time to teach more than one section, go ahead and teach more than one section in that period:
1. Parts of a Computer
○ Box, monitor, keyboard, and mouse
2. Using the Mouse
○ Concept of the "cursor"
○ Concept of using the mouse to move the cursor
○ Concept of moving the cursor to an object and then pushing the mouse button
3. Basic UI Elements, Part 1
○ The Taskbar
○ Buttons and the Start Button
○ Menus and the Start Menu
4. Logging In
○ Concept and procedure of logging in
5. Turning Computers Off
○ Concept: turning off by turning off the electricity is bad
○ Concept: and procedure for turning computers off correctly
6. Shutting Down Practice
○ Practice by repeatedly turning the computers on, logging in, and shutting down
7. Basic UI Elements, Part 2
○ The desktop
○ Files and folders
○ Windows
8. Basic Computer Use, With Practice
○ Double-clicking
○ Opening files and folders
○ Closing, maximizing, and minimizing windows
○ Scrolling up and down
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2.2 - Open Lab Hours
Self-directed/free time with computers is great for letting students learn on their own. Benefits
include:
○ Letting students practice what they learned during periods.
○ Letting students who don’t have periods with you (if you don’t teach the entire school) have a
chance to use computers.
○ If you assign homework, this is more time to let them do it.
○ Letting students use self-paced educational material on the computers, if you have them
loaded.
○ Students feel more comfortable experimenting without a teacher looking over their shoulder.
Some Tanzanian students feel pressure from the mere presence of a teacher, even outside class
when the teacher isn’t teaching or otherwise asking them to do anything. Depending on the
situation, it might actually help for you to do your own work, or just relax and leave the
students alone during this time. It’s win-win!
Experience from one PCV:
At my school I keep the computer lab open every weekday from 4-6PM, electricity allowing. Anyone is
welcome as long as they are wearing a school uniform (so I know they are a student), or if I recognize
them as a student or teacher at my school. I do this because it’s usually fairly crowded and I let
outsiders know that students and staff get priority to use the computers.
I find that this free time is very helpful to the students; many of them take advantage of it so they must
at least enjoy it. I do hardly any teaching during this time and just let them do whatever they want on
the computers. Since I have only educational software installed on the computers, I don’t worry that
people are wasting their time. (Some would argue that even non-educational computer games are
beneficial, but that’s another debate.) I’ve observed that students enjoy browsing Wikipedia, looking
over old NECTA exams, and making colorful WordArt with PowerPoint or Word.
There have been very few problems or downsides with open lab hours. At first some students didn’t
know how to treat the equipment properly: being too rough with the keyboard/mouse, turning the
monitors on/off repeatedly when they felt stuck using some software, hitting the power switch
without shutting down. After giving examples of what behaviors are not acceptable, this improved.
There have been more serious/repeated problems which I addressed with bolder action. See the
section on rules and enforcement.
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2.3 - NECTA ICT Syllabus
Following the syllabus is not recommended. If it is unavoidable, try to at least cover the topics in a
different order from what is laid out in the syllabus, so you can get started using computers as soon as
possible. There are also some topics in which the students are required to memorize things they don't
understand, e.g., the parts of the CPU, and this may be unavoidable, depending on your school.
Suggested order of topics:
○ Computer handling
○ The computer
○ Practical applications (these are the office suite lessons)
○ Computer software and operating systems
○ Network
○ Information
○ Internet
○ Web page
○ Multimedia
Computer Evolution and Impacts of ICT on Society (have ready to teach on the days you don't have
power or the computers just don't work, or else make your students use their multiedia/word/ppt
time to make presentations on them).
Computer Handling
○ lab rules
○ how to protect the computers
○ power requirements and dangers of dirty power
○ utility and antivirus programs
This lesson is probably easiest to do just by taking a tour of the lab. Start outside and explain whatever
lab rules you have. Then take the students into the lab, in small groups if necessary, point out the
power arrangements, any measures taken against theft and dust. If there are any problems, explain
what they are and why this is a problem. This is a great time to terrify your students about how hard
poweroffs are really bad and how many computer viruses are on their flash drives and how easy it is
for their actions to damage the computers. It may also be a good idea to assure students that
computers don't produce cancerous x-rays and are perfectly safe. By utility programs, the syllabus
means disk cleanup and disk defrag programs. When discussing antivirus programs, be sure to
mention that having it isn't enough, the virus definitions and scans must be run regularly.
The Computer
○ Define computer
○ Describe significance of computers
○ Computer components
○ Input vs. output devices
○ Parts and functions of a cpu
Define computer: a machine that takes a user's input, processes it and produces output. [Please note
that in all cases in this section where a definition is given, it is the definition required by the ministry
of education, and is not necessarily endorsed by the Shika team.]
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Significance of computers: in education, businesses, libraries, hospitals, research labs, police stations...
Computer components: My students love it when I dissect computers in front of them. I usually have
students take turns taking out the screws for me, and I stop with each piece I take out and explain
what it does. However, if your classes are large, what will often happen is that the girls will hang back
and not be able to see because they don't want to fight for a place at the front with the boys, so try to
have two or more stations of students taking apart computers. This assumes you have several dead
desktops lying around, but this will probably be the case.
Guide to what is inside a typical desktop computer: getting the case open is the most difficult part.
Seriously. All cases are different and all of them open slightly differently. Do the best you can. Once you
have it open, the rest is just screws and plugs. If you've never opened one and aren't sure you can
identify the parts, don't worry. You can figure out most of it by tracing the connections. The power
supply is a big box that the power cord plugs into the back of. You can identify the cd rom and floppy
drives (if present) based on what they look like. The things that look sort of like disc drives but aren't
cd drives are hard drives. The big circuit board that everything is plugged into is the mother board.
Any additional cards like video cards and sound cards will be on the motherboard and you can identify
what they are by looking at what could be plugged into them. The CPU is also located on the
motherboard, but you may not be able to see it. What you will probably see is a giant boxy thing for
heat exchange and it will have a fan on top or near it. If the fan stops working, your cpu will overheat
and die. If it was working to begin with, that is. The RAM chips are the small cards near the CPU that
you can pop in and out.
Input and output devices (I/O devices): this is all the stuff that connects to the case or the tower. Mice,
keyboards, monitor, and if you have them, printer, projector, speakers, etc. The only things you need to
spend time on are the mouse and the keyboard. Take time to explain left clicking vs right clicking on
the mice. On the keyboard, stress the enter/return key, backspace, spacebar, shift. It can be fun to have
students connect monitors, keyboards, and mice themselves, but be careful, they will have a tendency
to jam the devices and bend the pins. This isn't fatal, you can straighten the pins in the plugs with a
pair of tweezers, but talk about gentleness and try to save yourself some work.
Parts of the CPU: This is the CU (control unit), ALU (arithmetic logic unit), and the registers. It will
bother the students that they can't see these, or the CPU itself. The best I can do is demonstrate the
processes the cpu is executing and how much load is on the CPU. In Windows, you do this with the
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Task manager, and then select the CPU tab, in unix-based operating systems, open a terminal and type
“top” and press enter.
The input is some program that needs to be executed. The Control unit interprets the instructions. The
arithmetic logic unit does the actual instructions, intermediate results are stored in the registers
(which is memory inside the actual CPU) and in the RAM, both of which are temporary memory
storage. Secondary storage is your actual memory storage devices, hard drives or external storage
stuff.
Practical Applications
○ Word
○ Excel
○ PowerPoint
○ Database
See [section 2.6] for word processing.
Computer software
○ Concept
○ Operating system
○ Using the operating system
Concept: Differentiate between software and hardware, and between system software and application
software. Hardware is the physical part of the computer that can be touched, software is the part that
the user interacts with that cannot be touched. Software consists of programs which are a series of
instructions that the hardware carries out. Application software consists of software that the user can
use directly, and system software consists of software that interacts directly with the hardware and
translates user instructions for the hardware.
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Operating system: a collection of system programs that controls the operation of a computer system.
Functions: allows user to interact with application programs, coordinates data processing, manages
main memory use, checks for hardware status and displays error messages if necessary, and manages
files stored on disk. The syllabus also gives categories of operating systems as “single user, single task,
single user multi task, and multi user multi task” and I can't bring myself to teach that because it is
wrong and just plain weird.
Using the operating system: Turning the computer on and off (better to cover during computer
handling), using the operating system's built in help facility, managing files and folders. On windows,
the help should be in the start menu, in linux, it is under system->help and support. Also, most
programs will have a help function that can be accessed with F1. For covering files and folders, it is a
good idea to have lots of different types of files on the desktop, because the icons look different for
folders vs files, and then a lot of file types will have associated icons. I like to make my students
navigate the file system. On Windows go to my computer or start->windows explorer, in linux, this is
places->computer. I tell the students that everything in a computer is a system of files organized into
folders inside other folders, and I make them click through the folders and draw a map of the file
system as they explore. If I don't make them write something down they won't actually investigate the
computer and will just sit and not do anything.
Information
○ Concept of information
○ Information dissemination
○ Communication media
Concept of information: differentiate between data and information (NECTA definition, data are pieces
of meaningless facts, information is data assembled into something meaningful. Identify sources and
importance of information. Credible vs non credible information. I go on anarchist rants about
freedom of information being our only defense against tyranny. I don't necessarily recommend this,
but it surprises the students and wakes them up. If you have an Internet connection, you can
demonstrate finding noncredible information and that different search engines can give you different
results so information varies by source.
Disseminating information: modern vs traditional ways of spreading information. Compare and
contrast.
Communication media: radio, TV, newspaper, Internet, word of mouth...
Internet
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○
○
○
○
○
○
Define and describe Internet
Search engines
Electronic mail
Electronic learning
Electronic commerce
Negative effects of Internet on Tanzanian society
Also see [Section 2.7 - Internet].
Define and describe: a network of networks that connects the whole world. The world wide web is an
application built on top of this network and people use it to post information about every imaginable
topic.
Search engines and meta search engines: meta search engines are search engines that search other
search engines. If you have an Internet connection, use the lesson on searching to discuss how we get
information. Do be sure to have some search filters because some of the students may start looking for
porn. Try to integrate this with the lesson on information.
Electronic mail: try not to do too much with this. All the students will forget their passwords and end
up creating 50 different email accounts and just overall spend way too much time coming to you for
help in creating these new accounts.
Electronic learning: Tanzania has this thing called open university you can use to demonstrate.
Electronic commerce: ebay, craigslist, whatever. Also a fun time to talk about how international
commerce is a problem with local laws, particularly in regard to copyright and pornography.
Negative effects: the youth may abandon their native culture to borrow others' culture, and
pornography destroys their morals. I refuse to say this, and talk about cultural exchange and how we
have to be smart to take what is good from cultures both native and foreign leave the rest.
If you don't have an Internet connection: If there is an Internet cafe within a reasonable distance,
consider a field trip. The ICT repository includes an offline version of wikipedia that can be put on
your computers for the students to search. They will all look for pictures of Celine Dion and porn, but
that's okay.
Web
○
○
○
○
Definition
Structure
Creation
Publishing
This you don't actually need an Internet connection for, as long as you have some offline versions of
web pages for the students.
Structure: A good website has a three tiered structure so it should ideally never take more than two
clicks for a visitor to get to the information wanted. Look at some websites (offline if need be) as good
and bad examples.
Creation (using HTML): you have two main options here, you can either have them create simple html
documents using word or Libre office (File->new->html document) or you can have them open a blank
document and write their own simple html (save as whatever.html and open with your web browser).
You can use any web page either on or offline as examples. In Chrome, go to the tools menu, and then
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Tools->view source, or control+u. Some students will sit for hours writing html by hand and playing
with the color codes. I gave them a guide to html tags and left it at that. Html is very easy to write,
everything begins with tags like <> and ends with </>. So <html> hello world </html> will be
recognized by your browser as a web page containing the words hello world.
Publishing: On the off chance that you have a server, you can place the produced web page on the
server and show them how to access it through the network, otherwise mention that it must be on a
server somewhere and talk about how domain names and server space must be purchased. Also
mention free website hosting like google and microsoft.
Networks
○ Introduction to LAN and WAN
○ Physical network topologies
LAN and WAN: LAN stands for local area network, and it's a network that covers a small geographic
area. WAN is wide area network, anything bigger than the other two, for example, the Internet. Make
sure you explain that the Internet is a special type of network, because students tend to think the two
are synonymous. If a network is present in your lab, you can have students send messages to each
other. You can either take the time to set up a small instant messenger program, or you can just have
them open a terminal, look up their IP addresses, and ping each other or the gateway. In windows,
open a command prompt. This will probably be in the start menu under accessories-> command
prompt. It can also be accessed by opening 'run' in the command prompt and typing 'cmd' into the
dialog and then pressing enter. Once the command prompt comes up, type 'ipconfig' into the terminal.
This will tell you your ip address. You can then type “ping <ip address> to send pings to any other
computer on the network. You can also ping your gateway address, which is always your ip address
but ending in 1, so if your ip is 192.168.2 41, your gatway will be 192.168.2.1. In linux, open a terminal
by going to the Applications menu at the top and navigate to Applications->accessories->Terminal. To
find your ip address, type ifconfig. The ping commands are the same as in windows.
Networking components: Ethernet cables are the grey cables that you use for network connections.
The plastic things on the ends are called RJ-45s. You need either a switch or a hub to connect all the
computers into. There is a difference, which for the purposes of the class and the NECTA don't matter,
so assume whatever you have is a switch. It looks like a large box that you can plug everything into. I
have a piece of ethernet cable I cut open to reveal the wires and an RJ-45 that I show the students and I
take them on field trips to my server room and go over all the network stuff in that room. You can
directly connect computers to each other instead of to a switch, but that requires a special type of
ethernet cable called a crossover cable.
Network topologies: Bus topology, Ring topology, star topology. Bus topology has all computers
connected to a central trunk so all computers see all messages. Pros: easy to set up. Cons: doesn't work
well with a lot of computers. Ring topology, all computers are connected together in a circle and
information passes one way around the ring. Pros, you can use lots of computers, cons, if one of them
goes offline, it breaks the network. Star topology (probably what you have in your lab), all computers
connected to a central switch. Pros, works very well for large numbers of computers, easy to manage.
Cons, if the switch breaks, the network goes down. I know of no way to teach this lesson well, I think
it's completely inappropriate for this level.
Multimedia
○ History of multimedia
○ Elements of multimedia
○ Hardware devices necessary for multimedia
○ Sound/video recording and editing
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History: briefly mention phonographs, black and white films, slide projectors, powerpoints
Elements of multimedia: text, still image, sound, video, animation, interactive components (e.g.
computer games)
hardware devices: newspapers, television, computer, projector, video camera
Sound and video editing: see section 2.9
Computer Evolution
○ Early computer development
○ Computer generations
This is a good lesson for girls' empowerment. Mention Lady Ada Lovelace, the first programmer, and
Rear Admiral Grace Hopper, who built the first compiler. If you want to have that kind of discussion,
you can also mention that Alan Turing (the father of computer science, invented general purpose
computing machines, broke a bunch of Nazi codes with computing during WWII) was a homosexual. I
just made a poster of this stuff with pictures and left it in my lab.
Thing to memorize for the NECTA: the categories of computers as categorized by size. Mainframe,
supercomputers, desktops, laptops, palmtops, microcomputers.
Effects of ICT on society
○ ICT in daily life
○ ICT and effects on awareness, gender, corruption, road safety
○ ICT and crime
○ Information security
○ ICT and employment
○ ICT and cultural interaction
○ ICT hazards—disposing of ICT materials without harming the environment.
I just make the students do the work and assign them to make presentations on the various topics.
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2.4 - Using Computers to Teach Non-ICT Subjects
Along with this document, you should have been given (or the opportunity to get) the PCV resource
repository. In the Education folder of the repository is a large collection of files that include math and
science subjects in addition to ICT. Useful items include:
Math and science videos: the source of these videos are Khan Academy [www.khanacademy.org] and
Bozeman Science [www.bozemanscience.org], and can be found in the RACHEL folder. Just open the
index file and you’ll find the videos, which are categorized by subject (biology, chemistry, physics, and
lots of math - from arithmetic to calculus). They are further broken down by topics, with individual
videos at 5-10 minutes each.
These videos are excellent for self-paced study, but they are all in English, and not designed around
Tanzanian syllabi. So if possible, it would help to coordinate with fellow teachers at your school in
order to make this resource most effective for your students. Motivated students who aren’t turned
away by the English in these videos could also find them useful, but plan carefully if you wish to make
the videos available for use on multiple computers in a computer lab. They take up a lot of hard drive
space, and the audio portion of the video require that you have headphones, or only a few computers
accessing them at a time so that the audio won’t clash.
Simulations: these are the PhET simulations from the University of Colorado [phet.colorado.edu],
which include physics, biology, chemistry, and math. There are simulations dealing with many
important topics in all those subjects: states of matter, gravity, acidity, magnetism, to name a few.
Again, it helps to have a fellow teacher work with you in using individual simulations, as some of them
are very specific and students may not know how to use them on their own. Each simulation has a
teacher’s guide which will help in designing lessons/labs.
Past NECTA exams for all subjects: Form II, IV, along with some practicals, are included. There are also
some Form VI exams for some subjects. These are actual scanned exams from past years. Most don’t
have the solutions included but students are still eager to look over these to get a sense of what the
exams are like.
Wikipedia: here is a collection of education-related articles (it doesn’t have the whole Wikipedia found
online) that doesn’t require an Internet connection to use. Students love to browse this on their own
because so many pictures are included.
This can be accessed by using RACHEL (go in the RACHEL folder and open the index file), or by
installing a separate program called Kiwix (also included in the PCV repository). The advantage of
using the second method is that a separate database of articles, using simple English, is available. This
database has even fewer articles than the one in RACHEL but as the name implies, it’s written in
simple English which is helpful for students.
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2.5 - Typing
Justification
Typing skills seem to be rare in Tanzania, which means that teaching them is probably very useful
both for your students and for society. Any organisation in need of a typist should jump at the
opportunity to hire someone who can actually type, and having people around who can type will
greatly improve the efficiency with which computers are used.
Note: If you want to teach typing, it is best to start doing so before your students have had a chance to
use computers very much - if they use computers for a long time without learning to type, they will
learn how to write by "hunting and pecking" for each letter, and it will be difficult for them to unlearn
that habit.
Step 1 - Teaching Technique
The basic technique is very simple and can be taught in 5-10 minutes - teach that the index fingers stay
on F and J, that the other fingers follow on each successive button, and that each finger only goes up
and down, but not side-to-side. You should also be sure that the students understand that, at the
beginning, typing is more difficult than hunting and pecking for each letter, but later it becomes much
easier and faster.
Sometime after the initial introduction, you can teach how the thumbs push the space bar, the pinkies
hold the Shift buttons for capital letters, and the right pinky pushes Backspace to delete and Enter to
start a new line.
Step 2 - Practice
After the basic technique is taught, all that is left is for the students to get practice. It takes a long time
to get good at typing.
Here are a few different ideas for ways in which students can get practice:
1. Free typing games are available, and students love them. See Section 4.2.1. Free Educational
Software to learn about some of the games and how to get them.
2. Other free typing programs are available, though less beloved by students. See Section 4.2.1.
Free Educational Software to learn about some of the programs and how to get them.
3. A simple method is to simply hand out sheets of paper with a lot of text written on them, and
the student's assignment is to type their entire paper up on the computer.
4. One PCV who has no projector combines typing, word processing, and techniques that don't
require a projector: At the beginning of class, one or two new word processing techniques are
explained and the basic method to use them is drawn on the chalkboard. The students are then
told to use the period "typing anything they want", but also trying the new word processing
techniques. Once the students begin, the teacher goes around to make sure that they're typing
properly, to make sure that they all use the new techniques, and to help them with any
difficulty.
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2.6 - Word Processing
Justification
In one PCV's opinion, half of the importance of computers is word processing, the other half is the
Internet, and everything else is extra.
Aside from gaining very important/useful word processing skills, students can learn general computer
use skills. Teaching word processing can also be combined very easily with teaching typing, English,
Swahili, or language arts.
Teaching Word Processing
If you want to teach word processing, an important step is to decide which skills you want to teach. A
pretty good basic set is this:
Formatting:
○ Capital vs lower-case letters
○ Bold, italic, and underline
○ Text size
○ Font
○ Text color
○ Alignment
Word processor features:
○ Saving and reopening
○ Undo
○ Selection
○ Copy and paste
○ Search and replace
○ Spellcheck
○ Help
In general, a good way to do it seems to be to teach one type of formatting and one feature together,
and then for the next lesson do a new type of formatting with a new feature. Make sure students get
plenty of practice with each skill before moving on to the next, and give them opportunity to review.
One PCV who has no projector combines word processing, typing, and techniques that don't require a
projector: At the beginning of class, a new type of formatting and a new feature are explained and the
basic method to use them is drawn on the chalkboard. The students are then told to use the period
"typing anything they want", but also trying the new word processing techniques. Once the students
begin, the teacher goes around to make sure that they all use the new techniques, to make sure that
they're typing properly, and to help them with any difficulty. Students are allowed to also use
techniques from previous classes, and they often do so on their own initiative.
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2.7 - Internet
Some ideas for what to do with an Internet connection:
○ Develop a class blog. Have the class write updates and take pictures (if possible).
○ Integrate HIV/AIDS, Malaria, girls empowerment, or any other good topic and assign the
students research projects where they must present both good information they found online
and information they know to be false.
○ Teach the lessons on information dissemination from the NECTA syllabus if you have to follow
it (or just want to).
See section 2.3
○ Show other teachers how to research materials for their classes. If the Internet connection is
good enough, you can work out deals with other teachers to let them have the lab to use
to
show their classes videos or animations.
○ Wikipedia and Project Gutenberg [www.gutenberg.org]. It gives the students something
educational to do online.
○ Let students use the Internet during open lab hours, if you have them.
Some suggestions for things to avoid:
○ If you aren't using it to teach, unplug your Internet connection during class time.
○ Email and social media-they will figure this out on their own if they have open lab hours, and it
is extremely annoying to have a lot of students expecting you to help them access their
accounts when they can't remember their passwords and didn't set security questions. You
may want to go over privacy settings for facebook, however.
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2.8 - Programming
Experience from one PCV:
Learning to program can be a powerful way for students to learn problem solving and critical thinking
skills. To be successful at it, they must learn to be precise and logical in how they approach problems.
It was for these reasons that I started teaching it to a few of my students.
I knew that it was going to be very labor-intensive on my part to do this, so to keep the class small, I
picked only the best students. I determined this through class attendance and test scores from the
Form 3 streams at my school. I originally asked 11 students to come but due to schedule conflicts or
miscommunication, only three have attended regularly.
I use English while teaching this class. The students with stronger English skills obviously have an
advantage, but I don’t see a way around this problem since using Kiswahili to teach this subject would
be too difficult for me. I do try to make sure all the students are keeping up and let them explain things
to each other in Kiswahili if that helps. Sometimes their explanations go too far or are wrong, though,
so pay close attention when this is happening.
The Python language was chosen since it’s simple to get started with, and can be used to teach
multiple programming paradigms and theories, while being practical as well. I’m trying to follow a
typical introductory computer science curriculum, though I haven’t gotten very far yet.
My students have no prior experience at all with computers. Even though this isn’t a basic ICT course,
they need to learn the basics of navigating the operating system so they can do the coursework.
Specifically, I’ve had to teach:
○ How to start the Python IDE and save a new file - or use any text editor and then save the file as
“.py”. One complication of this is that IDLE, the Python IDE, first starts the interpreter in a shell,
then you must go to “File -> New Window” before it takes you to the code editor. My students
were confused about having to start the program, then taking another step to create a new
window before saving.
○ Also, when saving with IDLE it will prompt to save at the program folder (“C:\Program
Files\Python31”, etc.), and students have to learn to click on My Documents first. Further, they
have to know how to create their own folder under My Documents and to save inside it.
○ How to edit an existing file - this just involves selecting the file in their folder under My
Documents, then either right clicking or going to the File menu, then clicking Edit with IDLE.
But my students needed a few reminders of what “edit” meant.
○ How to type symbols on the keyboard - use of the shift key didn’t come natural to my students.
After letting them know about how to type lower/upper case letters, I showed them the
symbols on the number row and elsewhere. Keep in mind that many keyboards in Tanzania
are UK style which have a different layout, especially with the symbols like #, @, $, etc. If you
have the operating systems of your computer lab set up to use a US keyboard mapping, the
symbols won’t match what’s on the keyboard. But students should get used to this fairly
quickly, either way you set it up.
○ How to use the command prompt - this sounds a bit scary but it hasn’t been too bad for us so
far. I did this to simplify the execute-output process for my students (see observations below).
I made a shortcut to the command prompt under the Python folder of the start menu. It starts
under My Documents, so all they have to do is learn ‘cd <name>’ to get into their folder, then
type the name of the Python script they want to run.
○ Students need to get out of the habit of using the “Run” menu in the IDE, but if you start
teaching using the command prompt method then they wouldn’t pick up this habit in the first
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○
place. Also, they need to learn to save their code in the editor before running the script in the
command prompt.
How to navigate a PDF book - the textbook we’re using is Think Python (PDF download - online
version). It’s ok; from a teacher’s standpoint I’m not too thrilled with it, but there doesn’t seem
to be too many choices for free books out there. Anyway, my students don’t really understand
the concept that it’s an exact replica of a real textbook. They need to be taught how to scroll
and how to use the table of contents (especially when the pages there don’t match with the
PDF pages).
Other observations:
○ Choosing Form 3 students for this class has been a good decision. Form 4 students are too busy
studying for their NECTAs, and this isn’t a core subject (the computer studies NECTA touches
upon programming topics but is much broader, and the test results don’t really count for
anything). Also, one term isn’t enough to teach all the important topics- I hope to teach the
same Form 3 students through their Form 4 term, if they are able to keep attending.
○ Getting students to use PDF textbooks has been a challenge. Even students with strong English
skills don’t regularly refer to them as they should. Because they don’t see a PDF book as having
the same value as a physical book, because reading English (or reading in general) is difficult,
or some other reason, I’m still not entirely sure. Remember that Tanzanian students are used
to a “copy notes that the teacher writes on a chalkboard” style of learning- maybe you can
write out entire sections of the PDF book, but I haven’t tried this.
○ When using an IDE, even a simple one like the Python Shell, students can get confused with
what the output of a program is. Some of my students still don’t have a clear understanding of
how their code is executed, with output being produced in the Shell window. What was
happening was that when I gave them example problems, saying that their output should look
like that of the solved program I’d written, they would simply go into the output window and
edit it to look like mine. One way I mitigated this problem was by teaching them to use the
command prompt. Instead of running the program from the IDE, I have them save the code,
then run it from the command prompt, which they can’t edit.
Despite the challenges, I’ve already seen the benefit this class has been for some of the students. They
are more comfortable thinking about problems that don’t have immediate answers, or ones that can be
simply recalled from memory. They’ve gotten into the habit of me asking them questions, letting them
think about it, and waiting for their answer or prodding them with hints if they need them.
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2.9 - Media Design
For many PCV’s media design is often the last computer subject to make it into the lab. However, if you
have the few resources necessary and even just a basic understanding of the fundamentals, media
design can offer an incredibly valuable experience for your students. Not only will it further expose
them to the opportunities working with computers can bring (including employment they have likely
not considered) it can also give them an opportunity to be creative, something that can often be
missing in the Tanzanian schools we work with. Plus, the students love it.
Working with media like photos, music, movies and design can create obstacles especially in the
resource low environments we work in. But as always, it’s easiest to start with what you have. Any
digital camera can be the start of photo or video projects and iPods are a quick start to your very own
recording studio. Then a computer and a host of free open source programming are all you really need
to start projects.
A note on the suggested programs that follow:
While design programs in and of themselves can be difficult to learn, open source design programs
offer unique challenges. However, as with any new program, the more you experiment and learn by
doing, the easier they become.
Design and Illustration:
Open Source Program - Open Office Draw
Equivalent – Adobe Illustrator, Paint
Open Office Draw, which is part of the Open Office software package, is the open source equivalent of
Adobe Illustrator. The program has a number of tools that make basic computer illustration very
simple while offering far more options than a program such as Paint. Start with lessons on basic
shapes, lines and arrows and how to chance their color and outline color. Then move into some of the
tools like arranging and aligning elements, transparency and adding text. Give practical examples and
assignments for how these tools can be used such as using the alignment and text tools to create a
seating or flow chart. Then allow them to use the tools to be creative by asking them to illustrate
things like their dream house or to use the perspective tools and create their own city.
Photography
Open Source Program - Gimp
Equivalent – Adobe Photoshop
Gimp can be a challenging program to figure out at first, but once you understand some of the basic
layout and where to find tools, things become a bit easier. It’s best to always keep the Toolbox and
Layers windows open while working in the program; both can be found in the “Windows” drop-down
menu. (Layers is under either “recently closed docks” or “dockable dialogs”) If you are unfamiliar with
photo manipulation programs, the basics come down to three things: selections, basic manipulation
(colors, filters, etc.) and layers.
Selections
Selections are a key component to understanding photo editing programs. In fact, the first nine tools in
the Gimp toolbox are dedicated just to making selections. While it is arguably the most difficult, I try to
teach the “Paths Tool” for making selections as I find it to be the most useful and adaptable. With the
Paths Tool you can create and edit intricate paths including curves, which is not possible with other
tools. Once you’ve created a path, choose the “Select” drop-down menu and click “from path.” Once the
selection has been created any editing you do will only affect that selection. You can also cut or copy
the selection from one photo and paste it into another photo or photo-collage. For example, if you
want to change the color of a car, simply draw a path around the car, convert it to a selection and
25
change the Hue or Saturation as explained below. Only the color of the area in the selection will
change.
Basic manipulation
Most manipulations can be found under the “Colors” or “Filters” drop-down menus. If you’ve made a
selection, the edits you make will only affect the area selected. Experiment with all of the changes here
until you find the desired effect.
Layers
Layers are used to create photo collages and they work just as you would expect; the layer on the top
of the list will be shown over all the other layers. Regardless of their order, however, you must select
the layer you want to edit in the list of layers to move or make any changes. When you add a new
photo or object to a Gimp project it adds it to the layer palette as a “Floating Selection.” I suggest right
clicking that layer and choosing “New Layer” before making any further changes. If you choose not to
make the floating layer a new layer, Gimp will merge the object with the layer below, which can cause
a lot of confusion further into the project and greatly reduces your ability to change that object.
When demonstrating these tools, consider using photos of the students themselves or of things they
like. My students like to use the photos I have taken of them playing football or photos of cars and
other things they find on Encarta, our digital encyclopedia.
Desktop Publishing:
Open Source Program - Scribus
Equivalent – Adobe InDesign, Microsoft Publisher
Teaching desktop publishing software such as Scribus offers a number of practical and creative
implementations for your students. As with Open Office Draw, consider first demonstrating the
practical uses of the program like combining photos, text and illustrations to create magazine
advertisements or professional letterheads. Then consider more challenging creative applications or
class projects like creating a themed book or school magazine.
Themed Book
One themed book idea could be the ABC’s of your school or Tanzania. Assign each student a letter and
ask them to design a page with photos, text and illustrations that represent the topic and begin with
their assigned letter. “D” for instance could be a page about Dala-dala’s while “Z” could be about
Zanzibar. When everyone has finished, print and compile the pages to form a book. This can also be a
fun project to collaborate with an American school or class on. Ask a teacher in the states to compile a
similar book and exchange them through the mail or online as a combined PDF.
School Magazine
As a school magazine is a larger project, consider creating an after school club to organize and work on
the project. Assign roles and responsibilities such as the executive editor, section and copy editors,
reporters, photographers, a photo editor, a production editor and production artists. (See the attached
organizational chart for more on these roles.) Break the magazine into sections and work on it over
the course of the year.
26
Audio Editing/Song Writing
Open Source – Audacity w/ Lame Library, LMMS (Linux Music Making Studio), MAX
Equivalent – Garage Band
Too much music in a lab can be overwhelming, especially with secondary school students. I suggest
limiting the music making programs to just a few computers or your personal computer and to only
teach the topic to students who show a very strong interest. Consider starting a media club of some
kind that requires students to come in on their own time to work on projects. Many song projects can
also later be used in conjunction with the film projects discussed later.
Audacity with Lame Library
Audacity is a music mixing and editing program. It allows for the importing of a number of music file
types and for basic clipping and manipulation. It offers a long list of effects and allows for nearly
unlimited tracks. Consider lessons on music compilations or song writing. Tubidy.com is a very
useful, quick and searchable site with a large library of popular songs including instrumentals. For
song writing, use the microphone on your computer or voice memo option on your IPod to record
your students playing instruments, rapping or singing. Then combine the track with other recordings
or instrumental versions of their favorite songs. My students in particular enjoy writing their own raps
in English and adding them to instrumental versions of music they’ve heard online or seen in movies
like Step-Up 2.
Note: For MP3 outputs Audacity requires an output directory called Lame Library which can be found
on the Audacity website.
27
MAX
Depending on the type of file that is created when you attempt to record, you may need a fileconverting program like MAX. It is very fast and relatively easy to use. Most of the options you will
need or want (like Formats and Output options) are in the properties menu. (Of the Mac version)
LMMS
LMMS is a beat making and loop program for song writing. Students may find the program frustrating
and challenging at first, but the more they experiment the more successful they will become. Start by
introducing loops and software instruments and maybe adding to or modifying an already finished
song or instrumental. Then consider challenging them to complete an original song of their own.
Movie Making
Open Source Program – AVS Video Editor
Equivalent – iMovie, Windows Movie Maker
I’ve found using a more rigid structure in movie making to be beneficial. Much like the school
magazine project discussed in the desktop publishing section, I suggest giving a group of interested
students a list of roles, responsibilities and duties that they need to perform in order to make a movie
before you start filming. (See the attached “Media Club Project Request Form” as an example.) Include
jobs like a director, producer, editor, camera operator, choreographer and story board/script writer.
Take them through the entire process from the original idea, to writing a script, forming a timetable
and editing the final product. The more work they put in before filming, the less time they are likely to
waste.
When it does come time to film, require them to show you a plan for the day. The plan should show
when you will be shooting, in which location and who will be needed both in and behind the scenes.
When writing the schedule, remind the students that they do not need to shoot the entire movie in
order as scenes can be rearranged in the editing process. As far as equipment is concerned, find one
trustworthy student to operate the camera and keep a close eye on him or her as they shoot. If you
don’t feel comfortable allowing your students to handle the camera, film the shots yourself, but ask the
students to help you plan each shot and to look at the screen before you start each scene.
When it is time to edit, explain the basics of importing and clipping footage, adding music or sounds
and using transitions. Then, let them work on their own, answering questions along the way.
28
29
Part 3 - Computer Lab Management
30
3.1 - User Accounts
If you do not have multiple user accounts set up on your computer, that means that everyone who uses
the computer has "administrator access", which basically means that they are capable of messing up
the computer really badly, either on purpose or by accident. Given students' propensity for
accidentally messing up computers, setting up user accounts is a good way to keep the computers in
good condition.
3.1.1 - Setting Up User Accounts
The procedure for setting up user accounts will vary depending on what operating system your
computers have.
do so:
Windows XP
To set up user accounts on Windows, you must first open the User Accounts Control Panel. To
1. Click on the Start Button.
2. Click on Control Panel.
3. Within the Control Panel, open the User Accounts item.
Once you've opened the User Accounts Control Panel, you should see that it has two areas.
At the top, it should have a section titled "Pick a task...", with the options "Change an account",
"Create a new account", and "Change the way users log on or off".
Below that, it should have a section titled "or pick an account to change", with a list of the
existing user accounts.
If your computer has not had user accounts set up, the list of existing accounts should show
only two accounts, one of which is called "Guest".
We recommend setting your computers up with three accounts - "Admin", "Student", and
"Teacher".
The Admin account will be the only account with administrator privileges, and it will have a
password. You will use it to configure the computer - setting up user accounts, installing or removing
software, updating your antivirus program, et cetera.
The Student account will not have administrator privileges and will not have a password. The
idea is that students (or anybody else) can use it freely, but there is no risk of messing up the
computer.
The Teacher account will not have administrator privileges, but it will have a password. You
should only tell the password to the school's teachers. This account will allow them to work on
sensitive documents, such as upcoming exams, that the students are not allowed to see.
The procedure for creating the accounts is as follows:
1. Click on your (non-Guest) account in the list of accounts at the bottom of the screen.
A new screen should appear that says "What do you want to change about your account?" and has a
list of options.
2. Click on "Change my name", type the name "Admin", and click on the "Change Name"
button.
3. Click on "Create a password" or "Change my password", then enter a new password,
and finally click on the "Create Password" or "Change Password" button. If you trust that you will
remember the new password, you do not need to enter a "password hint" - you can just leave that box
empty.
4. If it asks you "Do you want to make your files and folders private?", click on the
"Make private" button. The Admin account is now ready.
5. Now you will create the Student account. In the upper-left, there is a box called
"Related Tasks" that has four options. Click on the "Create a new account" button in that box.
31
6. A new screen will come that says "Name the new account". Type "Student" for the
name, and then click on the "Next" button.
7. A new screen will come that says "Pick an account type", with the options of either
"Computer administrator" or "Limited". Choose "Limited" and then click on the "Create Account"
button.
8. You will now be taken back to the main screen. The Student account should appear
in the list of accounts at the bottom of the screen. The Student account is now ready.
9. Now you will create the Teacher account. In the "Pick a task..." section, click on
"Create a new account".
10. Type "Teacher" for the account name, and then click on the "Next" button.
11. Choose "Limited" for the account type, and then click on the "Create Account"
button.
12. You will be taken to the main screen. The new Teacher account should appear in
the list of accounts at the bottom of the screen. Click on it.
13. A new screen will come that says "What do you want to change about Teacher's
account?". Click on "Create a password", then enter a password, and finally click on the "Create
Password" button. If you trust that you will remember the password, you do not need to enter a
"password hint" - you can just leave that box empty.
14. If it asks you "Do you want to make your files and folders private?", click on the
"Make private" button. All three accounts are now ready.
If your computer was already set up with multiple accounts, those extra accounts still exist. If
they are not in use, you may want to delete them. This removes clutter and makes the computer easier
to use.
The procedure for removing other user accounts is:
1. Click on Start->Control Panel, and open the User Accounts item.
2. In the list of accounts at the bottom, click on an account that you want to remove.
3. A new screen will come that says "What do you want to change about So-and-so's
account?". Click on "Delete the account".
4. A new screen will come that says "Do you want to keep So-and-so's files?". If you are
not sure what to do, click on the "Keep files" button. If you are 100% certain that there are no
important files on the account's desktop or in its My Documents folder, click on the "Delete files"
button.
5. A new screen will come that says "Are you sure you want to delete So-and-so's
account?". Click on the "Delete account" button.
6. The account will be deleted and you will be taken back to the main screen. If there
are other accounts that you wish to delete, repeat this procedure for each one.
Your computer may also have been set up with a special "Guest" account. You may want to turn
it off, in order to remove clutter and make the computer easier to use.
The process for turning off the "Guest" account is:
1. Click on Start->Control Panel, and open the User Accounts item.
2. In the list of accounts at the bottom, click on the "Guest" account.
3. A new screen will come that says "What do you want to change about the guest
account?". Click on "Turn off the guest account". The account will be turned off and you will be
returned to the main screen.
Linux
Section to be added in the future. For help on this topic, contact one of the PCVs found in
[Appendix E].
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3.2 - Antivirus
Computer viruses are a serious danger for computers - they can delete or hide your files, reduce your
computers' performance, and even render your computers unuseable. Installing and maintaining
antivirus software on your computers is very important.
Note #1: The vast majority of computer viruses only attack Windows-based computers. If your
computers are running Linux, you do not need to worry about viruses.
Note #2: Sometimes viruses will embed themselves in important operating system files. If this
happens, you cannot safely remove the viruses - your computer must simply remain infected. The only
way to prevent this situation is to get an antivirus program on your computer before it gets infected
with viruses, and to keep your antivirus up-to-date.
Note #3: There are many free antivirus programs available. If you don't know which one to choose, we
recommend Avira Antivirus. However, Avira Antivirus requires that the computer you install it on has
at least Windows XP with Service Pack 3. If it refuses to install on your computer, your version of
Windows is probably too old. You can try another free antivirus program - we recommend Avast
Antivirus. The processes of obtaining, installing, and updating Avast are very similar to those
processes for Avira.
3.2.1 - How to Install Antivirus
There are many free antivirus programs available. If you don't know which one to choose, we
recommend Avira Antivirus.
Note: Avira Antivirus requires that the computer you install it on has at least Windows XP with
Service Pack 3. If it refuses to install on your computer, your version of Windows is probably too old.
You can try another free antivirus program - we recommend Avast Antivirus. The processes of
obtaining it, installing it, and updating it are very similar to those of Avira Antivirus.
The process for installing Avira Antivirus is as follows:
1. Go to Avira's web site at [www.avira.com], find the page for "free antivirus", and download it
(you will actually download its installer).
2. Run the installer (double-click on it).
Note: Due to changes in new versions of the installer, the exact process for using the installer
will change over time and this document may not be up-to-date. In general, follow the
installer's instructions. If this document is up-to-date, the process for using the installer is:
○ Wait while it says "Extracting Files...".
○ Click on the checkbox next to "I accept the End User License Agreement."
○ Click on Next.
○ Click on Next again.
○ Wait while Avira Antivirus is installed.
○ After it finishes installing, it will automatically try to update itself. Wait for the updater
to finish, and then click "Close".
○ After it finishes trying to update itself, it will automatically run a virus scan. Wait for
the scan to finish, and then click "Close".
3. After you finish installing antivirus, you should update it. See the following section, Section
3.2.2 How To Update Antivirus for information on how to update your antivirus.
33
3.2.2 - How to Update Antivirus
If your computer has a good Internet connection, you can update your antivirus program online, which
is easy. If the computer does not have a good connection, you must update the antivirus program
offline, which is harder.
Online
If your computer is connected to the Internet, Avira Antivirus should update itself automatically, so
you don't need to worry about updating.
Offline
If your computer is not connected to the Internet, you must manually update Avira Antivirus. The
process is:
Note: At the time of writing, the company that makes Avira Antivirus recently changed the manual
update process. If this guide does not seem to match up with reality, it's probably because they
changed the process again after this guide was written. Hopefully the process is either the same as, or
similar to, what is written here:
Phase 1: Go somewhere where you have good Internet access, and:
1. Go to Avira's web site at www.avira.com.
2. Click on the "VDF Update" link at the bottom of the page.
3. Download the "Fusebundle Generator".
4. Run the "Fusebundle Generator" program (double-click on it) and wait for it to finish. It should
create a new folder called "install" and a new file called "VDF Fusebundle" inside that new
folder.
5. Open the "install" folder and copy the "VDF Fusebundle" file onto a flash drive.
Phase 2: Go to the computer you want to update, and:
1. Turn the computer on and connect your flash drive.
2. Right-click on the umbrella icon in the lower-right and choose "Start Avira".
3. Click on Update->Manual Update....
4. Find and open the "VDF Fusebundle" file.
5. Wait for the update to complete.
3.2.3 - How to Run Virus Scans
The process for scanning your computer for viruses is this:
1. Right-click on the umbrella icon in the lower-right and choose "Start Avira".
2. Click on "System Scanner" in the list on the left.
3. Right-click on either "Full system scan"* or "Quick system scan"* and then click on "Start scan".
4. Wait for the scan to finish, and then follow the program's instructions (click on buttons that
say things like "OK", "Apply", "Close", and "End").
*A "Quick scan" only scans the parts of your computer where viruses are most likely to be found. A
"Full scan" scans the entire computer, but takes a long time (30 minutes or more). If you have a lot of
time available, do a "Full scan". If you don't have a lot of time available, do a "Quick scan".
34
Note: Sometimes viruses will embed themselves in important operating system files. It is possible that
you might run a virus scan, find viruses, and delete them, only to discover that you just deleted files
that are necessary for your computer to work! If you know enough about computers to know which
files should not be deleted, you can check your virus-scan results and choose which files not to delete.
Otherwise, the only way to prevent this situation is to get an antivirus program on your computer
before it gets infected with viruses, and to keep your antivirus software up-to-date.
3.2.4 - Worst-Case Scenario: Reinstallation
Sometimes a virus cannot be removed, or does so much damage that your computer no longer works
properly. When this happens, the only solution is to reinstall your operating system and all of the
computer's software.
See [Section 3.4 - Reformatting/Reinstalling] for details on how to reinstall your operating system and
software.
35
3.3 - Cleaning Up After Students
Many students, due to their inexperience with computers, have a habit of accidentally clicking on
things that aren't good to click on, dragging things around that shouldn't really be dragged around,
pushing buttons that are best left unpushed, et cetera. The end result of this is that they make a mess
in the computer - they accidentally create files, folders, and shortcuts, move the Taskbar to strange
places, remove buttons from toolbars, et cetera.
If you don't want your computers to become complete messes, you will have to spend some time
cleaning up after your students. This section outlines how to do this.
Note: there is a method to set up your computer such that it will automatically clean itself. This is very
handy, but setting it up this way is very technically challenging. If you think that you are up to the
challenge, see [Appendix D - Windows Profile Management].
Restoring the Taskbar's Location
The Taskbar in Windows is usually found at the bottom of the monitor, and ordinarily cannot be
moved. However, it is possible to "unlock" the Taskbar and then to move it to other locations.
Furthermore, the Taskbar can be resized, and can even be made so small that you cannot see its
buttons. All of these things can be done accidentally by students who are unfamiliar with computers.
To resize: If the Taskbar is unlocked, you can change its width. To do so, hover the mouse over
the Taskbar's edge, and then drag the edge until you have the width you desire. If the Taskbar
is just a very thin line without any buttons, you can use this method to restore it to its normal
size, and its buttons will appear again.
To lock or unlock: Right-click on the Taskbar and then choose "Lock the Taskbar". This will
unlock the Taskbar if it is locked, and will lock it if it is unlocked.
To move: If the Taskbar is unlocked, you can click-and-drag it to any side of the monitor you
wish - the top, bottom, left, or right.
Deleting Files/Folders/Shortcuts
Be on the lookout for accidentally-created files, folders, and shortcuts. To delete them, simply rightclick on them, choose "Delete", and then, when it asks you if you really want to delete the item, click on
the "Yes" button.
Re-Arranging The Desktop
When students attempt to open files or folders, often they accidentally move the mouse while
temporarily holding the left mouse button. Thus, they accidentally drag the file or folder to a random
new location! Moving everything back into an orderly arrangement is easy - just right-click on the
desktop, choose "Arrange Icons By", and then choose "Type" in the submenu.
Removing Toolbar Windows
If a folder is dragged to any edge of the monitor, a "toolbar window" is created along that edge.
Removing toolbar windows is a three-step process.
36
First: Depending on where the toolbar window is located, there is either a vertical bar at the
left-hand side, or a horizontal bar at the top. You must grab this bar with the mouse and drag
the toolbar window into the middle of the screen.
Second: Once the toolbar window is in the middle of the screen, it will have a normal blue bar
along the top and an X button at the upper-right. Click on the X button to close the window.
Third: It will show you a little box called "Confirm Toolbar Close". Click on the "OK" button.
Restoring Window Buttons
When you have a folder open, there is a normal set of buttons and controls at the top of the window things like Forward and Back buttons, an Address bar, etc. By default, these buttons are "locked" and
you cannot change them. However, it is possible to "unlock" them and then to remove them. Unlocking
and removing them can be done accidentally, as can moving them.
Additionally, they can be removed completely, and this can also be done accidentally.
To lock or unlock: Open any folder. At the top of the window, click on View, then on Toolbars,
then "Lock the Toolbars". This will unlock them if they are locked, and will lock them if they
are unlocked.
To move: Each "toolbar" is a long thin strip with several buttons. When the toolbars are
unlocked, each one has a small vertical bar on its left-hand side. You can move the toolbars by
clicking and dragging on the small vertical bars.
To remove or add: At the top of the window, click on View, then on Toolbars, then choose one
of the toolbars. The three toolbars available should be "Standard Buttons" (forward, backward,
up, search, etc), "Address Bar" (self-explanatory), and "Links" (internet bookmarks). Choosing
a toolbar in this way will remove it if it is present, and will add it if it is not present.
Toolbars in OpenOffice or Microsoft Word
The buttons at the top of Microsoft Word or OpenOffice are contained in "Toolbars", which are long
thin strips containing many buttons. Unlike the toolbars at the top of a window, the toolbars in
Word/OpenOffice cannot be "locked", and can very easily get messed up.
Note that the instructions here are written specifically for OpenOffice. Most of these things should be
the same or very similar in Microsoft Word.
To move: At the left side of any toolbar is a vertical line of dots. You can grab this line with the
mouse and use it to drag the toolbar around.
To remove or add: At the top of the window, click on View, then on Toolbars, and then choose
one of the toolbars. Choosing a toolbar in this way will remove it if it is present, and will add it
if it is not present. In word-processing mode, OpenOffice normally only has two toolbars - the
"Standard" toolbar, and the "Formatting" toolbar. In spreadsheet mode, it normally has
"Standard", "Formatting", and "Formula". In slideshow presentation mode, it normally has
"Standard", "Drawing", "Line and Filling", and "Presentation".
37
To remove or add individual buttons: If an individual button is missing from a toolbar, you
can re-add it as follows:
1. At the top of the window, click on View, then on Toolbars, and then on "Customize...".
2. A new window will appear with several tabs. Click on the "Toolbars" tab.
3. Use the drop-down menu at the top to choose the toolbar whose button you wish to readd.
4. In the list of buttons, find the button you want to re-add and check its checkbox.
Toolbars in Mozilla Firefox
The buttons at the top of Mozilla Firefox are contained in "Toolbars", which are long thin strips
containing many buttons. Toolbars can be easily removed by accidental clicks. To add or remove them:
1. Right-click at the top of Mozilla Firefox.
2. Click on the name of the toolbar to be added/removed. Usually you will want to have the Menu
Bar, the Navigation Toolbar, and possibly the Bookmarks Toolbar.
Saving with Automatic Filename Extensions
Note: This section primarily refers to OpenOffice. Microsoft Word probably has a similar issue.
In computers, every file's name ends with a period and then a three-letter code indicating what type of
file it is. These codes are called "file extensions". For example, Microsoft Word documents have a code
of ".doc". PDF files have a code of ."pdf", most music files have a code of ".mp3", programs have a code
of ".exe", etc.
Computers can be configured to either show these codes to you or to hide them. If you have not seen
these codes before, it is probably because your computer is configured to hide them. However, even if
the codes are hidden from view, they still exist and they are very important. If a file's code is missing
or incorrect, the file cannot be used.
When you save a file in OpenOffice, you must type a name for that file. The name must include the file
extension code, or else the file will not work properly. By default, OpenOffice will check the name you
typed, and if you did not type a file extension, OpenOffice will automatically add the correct file
extension for you when you click on the "Save" button.
However, it is possible to turn off this feature. Turning it off can easily be done by accident. If this
feature is turned off, and you save a file without specifically typing in the file extension, the file will be
unuseable.
Teaching students about file extensions and getting them able to properly type the file extension every
time they save is not practical. Thus, this feature of OpenOffice is very important.
To turn this feature on:
1. Create a new file.
2. Click on File and then Save.
3. At the bottom of the window, check the checkbox that says "Automatic file name extension".
4. Click on Save.
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3.4 - Reformatting and Reinstalling
Sometimes, your computer's software can get messed up, but the computer itself is fine. If the software
is really badly messed up, sometimes the only way to fix the computer is to erase everything on it and
to install your operating system again.
The method to erase everything is called “reformatting”, so this method of fixing your computer is
called “reformatting and reinstalling”.
The process is different depending on which operating system you are using. We have here
instructions for reformatting and reinstalling in either Windows XP or Linux:
3.4.1 - Windows XP
Warning: This section is technically demanding and ideally should be performed by someone who has
at least seen it done before and is familiar with its technical aspects. If you don't know what you're
doing, you can render your computer unuseable. (It will be fixable, but only by someone who
knows what they're doing.)
To reinstall Windows, you first need to get a copy of a Windows installation CD. Hopefully your school
has some. Legal Windows installation CDs are expensive. Illegal Windows installation CDs are illegal.
Both types may be difficult to find.
Assuming that you have an installation CD, the procedure for installing Windows is as follows:
1. Put the CD in the computer you want to install on.
2. Restart the computer.
3. While the computer starts up again, at one point the screen will say "Press any key to boot
from CD...". When it says this, press any button on the keyboard.
4. The computer will show a blue screen with a gray bar at the bottom and will boot up slowly.
Wait for the computer to finish booting up. (When it is ready, it will say "Welcome to Setup".).
5. Push "Enter" to continue. From this point onwards, you will be doing everything with the
keyboard.
6. The computer will show you a legal agreement. Push F8 to accept the agreement.
7. If the computer talks about repairing existing Windows installations, press Escape to choose
"DON'T REPAIR".
8. At this point, you are asked to choose a partition to install on. Probably the computer will only
show you one partition to choose. If so, push Enter to choose to install on that partition.
Otherwise, choose a partition by using the arrow keys and then push Enter to choose one. If
there are no partitions, follow the computer's instructions to create a partition on which to
install.
9. The computer may warn you about choosing to install Windows on a partition that already has
Windows installed. If it does so, press C to choose to continue with the installation.
10. The computer will ask you whether or not to format the partition. Use the arrow keys to select
"Format the partition using the NTFS file system (Quick)" and then push Enter.
11. The computer will double-check if you are sure that you want to reformat. Push F to reformat
the partition.
12. From this point onwards, the install process is easy. It consists of waiting while the computer
installs Windows by itself, and periodically filling in information such as your name and a
name for the computer. Just wait for instructions, and follow the instructions when they arrive.
It should take about half an hour or less.
3.4.2 - Linux
39
Picking a version:
There are a number of Linux distributions, but for the purposes of laboratory installation, Edubuntu is
recommended. Get it here: http://edubuntu.org/download. It is a version of linux specifically
designed for classroom settings and comes with lots of things like typing games. Ubuntu is also very
popular and user friendly, and good for the linux novice. Get it here:
http://www.ubuntu.com/download. The edubuntu packages can be added to it at any time. Unless
you have reliable and reasonably fast, choose what is known as a long-term-installation, otherwise you
will need Internet access in order to keep your system up-to-date.
Installation:
You need some bootable media storage device, cd, dvd, flash drive, whatever that has a linux live
version installed on it. This means that you can boot your computer into linux from that media and
install from there. To make one you need a linux image. You can find these, along with burning
instructions at the linux web page of your distribution. It is also likely that your friendly neighborhood
ICT volunteer will have something on hand. Once you have created your linux live cd or flash drive or
whatever, start the computer with the media attached. When your computer boots up, you will see
some instruction such as press <key> for boot selection menu. Press that key and you will get a menu
allowing you to boot from your external disk. Caution! Some older computers will not boot off usb
drives! Alternatively, you may only see a message that says press <key> for setup/to enter
BIOS/something like that. If that is your only option, use the BIOS (refer to the BIOS guide in Appendix
E) to select your boot options. Once you begin booting onto the live media, you will either see an
option to install as you are booting, or else you will see a linux desktop with an icon giving you install
options. Either way, choose install and follow the directions. Formatting will be done as part of the
install process and you will be able to choose how you want your hard drive partitioned.
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3.5 - Replacement of Obsolete/Broken Computers
Over time, computers break and go obsolete. The life expectancy of a computer is only several years,
which means that any computer lab will need to be completely replaced once every few years.
See [Section 4.1 - Starting a School Computer Lab] for details on how to get new computers for a lab.
41
Part 4 - Computer Lab Development
42
4.1 - Starting a School Computer Lab
Starting a school computer lab in Tanzania is not easy - most public schools have nowhere near the
financial resources required to purchase their own computers. However, not only can it be done, but it
is done on a regular basis.
Some schools may have the financial resources to buy a lab on their own. Others may be able to find
grant money with which to start a lab. And there are NGOs working in Tanzania with the express
purpose of providing computers to schools.
4.1.1 - NGOs to Contact
A word of caution - there are not nearly enough NGOs around to supply computers to all of the schools
in Tanzania, which means that the NGOs are swamped and may have difficulty supplying your school.
Powering Potential
At the time of writing, Powering Potential provides solar-powered Linux-based computer labs,
teachers, and e-learning content to schools in the Karatu area of Arusha region. They are hoping to
expand to other regions.
Web site: [www.poweringpotential.org]
Email: janicelathen@poweringpotential.org
Phone number: 212-595-3549
Viafrica
Viafrica runs a variety of programs aimed at improving ICT infrastructure and skills in Africa. Tanzania
is one of the countries they operate in, and one of their programs is to donate computers to secondary
schools and provide computer-use training to the schools' teachers. The school is responsible for
providing a suitable computer room and source of power. For a fee, Viafrica will assist with
maintaining the computers and doing additional training.
Web site: [www.viafrica.org]
Phone number: +255 27 2750114
Camara
Camara "recycles" donated computers by reloading them with educational software and sending them
to various African countries, where they are installed in schools. At the time of writing, they do not
work in Tanzania, but they are currently developing a Tanzanian branch. The closest countries they
already work in are Kenya, Rwanda, Uganda, and Zambia.
Web site: [www.camara.ie]
Email: info@camara.ie
4.1.2 - Other Funding Ideas
Aside from being provided computers by an NGO, there are a few other possibilities for getting a
computer lab.
Raising Money
Computers can be purchased in Tanzania for a few hundred thousand shillings. This means that if a
school with a few hundred students were able to increase its school fees by a few thousand shillings
per year, that school should be able to purchase, by itself, a few computers every year.
Partnerships with Foreign Schools or Companies
43
Schools in developed countries - especially private schools - have many computers. Every year, to keep
their computers up-to-date, they must purchase some new computers and get rid of some old
computers. Many businesses manage their computers similarly.
It may be possible for your school to form a partnership with a school or business in a foreign country,
in which that school or business agrees to mail some of its old computers to your school.
The main issues with this idea are shipping costs and import fees. If your school's administration
writes a letter to your district office, it may be possible to have the import fees waived. However, the
shipping costs will still be significant. One NGO shipped sixteen desktop computers, without monitors,
to a school near Karatu, for approximately $3,300.
Grant Money
It may also be possible to get grant money with which to develop a computer lab. One possible grant
option is the US Ambassador's Self-Help Fund. To learn how to apply for it, contact the American
Embassy in Dar Es Salaam.
Phone: 255-22-229-4602
Email: bakerdr@state.gov
4.1.3 - Buying Computers In Tanzania
Computers are available for purchase at many shops in Tanzania. Here is some information about
computer availability, by city:
Dar Es Salaam
There are many computer shops in Dar Es Salaam. Here are two of them:
Lion China Computer L.T.D.
In downtown Dar, near the intersection of Morogoro Road and Libya Street, is a computer shop
called Lion China Computers. They mostly sell desktops, and their prices go as low as about
150,000 /= for a desktop tower.
Phone: 0757830998
Sherman IT & Office Solutions
Sherman IT & Office Solutions operates primarily out of Dar Es Salaam, but also operates in
Tanga. They sell desktops, laptops, and office accessories. Services include system installation,
maintenance, and IDs.
Contact Name: Mr. Isaya
Phone: 0787323446 or 0713464229
Email: hopeji05@yahoo.com
Karatu
In Karatu town, computer availability is very limited.
Hilary Electronics
Hilary Electronics sometimes sells laptops for approximately 400,000 /=. It is located on the
main road in downtown Karatu.
Morogoro
There are probably several places to find computers in Morogoro, but the easiest to find is a store just
down the road from the NBC bank to the main Dala stand, there is a large Microsoft logo painted on the
wall. This store sells laptops and desktops, both for approximately 1,000,000 /=. It also sells mice,
keyboards, and other peripherals if needed.
44
Njombe
Altek
This is a computer shop, Internet café, and actual restaurant all in one, just down the main
road from the bus stand. Many PCVs hang out here for their Internet café needs. Hardware is
limited, but since they do lots of repairs for local residents they tend to have spare parts, or can
help you obtain them if they don’t have what you’re looking for. The owner (Jack) is very
helpful and has dealt with many PCVs and will give reasonable prices.
Tanga
Computer availability is limited in Tanga.
Sherman IT & Office Solutions
Sherman IT & Office Solutions operates primarily out of Dar Es Salaam, but also operates in
Tanga. They sell desktops, laptops, and office accessories. Services include system installation,
maintenance, and IDs.
Contact Name: Mr. Isaya
Phone: 0787323446 or 0713464229
Email: hopeji05@yahoo.com
4.1.4 - Technical Needs of a Computer Lab
Power
The lab must be equipped with electrical sockets that are connected to some sort of power source.
Safety note: if you are using desktop computers, you must be sure that your power source will
not stop, and will not surge, while the computers are running. Desktop computers can be
damaged or even destroyed by power cuts or surges. Voltage stabilizers will help protect
against surges but not cuts.
Power strips/extensions can be used to bring power from the sockets to the computers.
Furniture
The computers need to be placed on tables.
Safety note: be sure that your tables are solid. If a computer is knocked off of a table, the
computer will probably break.
Additionally, there must be enough seats for all of the students who will be using the lab at any
given time.
Security
Computers are valuable, and theft is a problem. Your lab must be secure from thieves.
Any windows should have bars on them.
The lab door(s) should be strong - ideally metal - and will need a lock. Try to limit keys to the lab to as
few people as possible.
Additionally, the walls and roof of the lab should be sturdy.
Cleanliness
45
Computers can be damaged or destroyed by water, dust, and other substances that can get inside.
Therefore, for their protection, the lab must be very clean.
The lab floor should not be made of dirt, and the lab's construction should be good-enough to keep
rain, dust, insects, and small animals out.
For added protection, cloth dust covers can be made to cover the computers.
Students will want to mop the lab floors, and they will splash water over cables and power strips, so be
careful.
4.1.5 - Optional Components of a Computer Lab
Projector
A projector can be very helpful, as it allows the teacher to show something to all of the students at
once. It can be used show how to perform some action on the computer, or to show education content
such as videos and documents.
However, projectors are very expensive.
Speakers
Speakers allow the teacher to show videos with sound to the students. They are not very expensive.
Network
A network allows you to do a variety of things. Here are some examples:
○ You can "share" files between your computers, so that you can save a file only on one
computer, but that file will be available on all of the computers.
○ You can set up networked user accounts, so that you can configure your user accounts on only
one computer, but those accounts will be available on all of the computers.
○ If you have an Internet connection, you can share that Internet connection amongst all of the
computers, so that all of the computers will be able to use the Internet simultaneously.
The downside is that configuring networking equipment is complicated and very technical. If you don't
personally know how to configure a network and you don't know anybody who has done it before, it
will be very difficult.
The price for a 24-port switch (no router) is around 120,000 /= at Dar and major towns.
Internet Connection
Connecting to the Internet can get your school a lot of information very fast, but having computers
with Internet connections can make teaching difficult. The students will tend to ignore the teacher in
favor of surfing the Internet, and some teachers will try to monopolize the lab. Having one or two
computers with a connection for teachers or for demonstration purposes may be a better solution
than trying to connect the entire lab.
The most common way of connecting to the Internet is via individual USB modems. USB modems vary
by price and quality of service varies by provider and region. During PST there should be a session on
personal technology which discusses them in more detail. Connecting a computer using such a modem
to a network, to share its Internet connection, is possible but it will likely be very slow for every user,
especially since most PCVs’ sites don’t have 3G.
Other ways of connecting to the Internet include satellite and DSL. Both are usually too expensive for
PCVs at secondary schools but your situation may allow for it:
46
Satellite: these tend to be slow and low bandwidth. My experience is that a TTCL satellite
connection can work reasonably well if there aren’t too many people using it at once, but
SATCOM does not. SimbaNet is another company that offers satellite service, at the cost of
$885 USD per 3 months. Actual speeds are comparable to ISDN (~128kbps, ~100ms latency at
best).
DSL: if you’re near a main road, you may be able to get land line DSL from TTCL. The price
plans are similar to those of cellular bundles: by volume or by time period, varying between
30,000 /= to 200,000 /= per month. There are also initial costs of about 120,000 /= for
installation and a modem. Service quality will vary, but a good site can get speeds comparable
to what we have in America. Talk to your local TTCL office about the relevant details before
spending any money. Also, be careful about which price plan you use- this will depend on the
size of your computer lab, how many people use the Internet, and your budget.
Tanzania is currently investing in a fiber optic backbone, but this is still under construction and
expensive.
4.1.6 - Setting Up New Computers
Connecting Physical Components
Computer:
Each computer has an electrical cable that must be connected to a socket or power strip. The cable
should only fit in one hole on the computer, so finding the correct hole should be simple.
Monitor:
Monitors usually have two cables - one for electricity, and one to connect to a computer.
The electrical cable must be connected to a socket or power strip. The cable should only fit in one hole
on the monitor, so finding the correct hole should be simple.
The computer-connection cable must be connected between the monitor and a computer. Each end of
the cable should only fit in one hole on the monitor or computer, so finding the correct holes should be
simple.
Keyboard:
Keyboards usually have only one cable that is built-in to the keyboard at one end and is connected to a
computer at the other end.
The end that connects to the computer can come in one of two kinds - it can be either rectangular or
round.
If it is rectangular, it can be connected to any rectangular hole into which it fits on the
computer.
If it is round, it can be connected to a corresponding round hole. However, computers with this
type of hole have two such holes - one for a keyboard, and one for a mouse. The keyboard's
cable must be connected to the keyboard hole. Each hole should be color-coded, and the
keyboard's cable should also be color-coded. Find the hole the matches your cable's color. Also,
although the cable is nearly circular, it is not exactly circular and must be rotated to one
specific direction in order to connect to the hole. Do not force the cable to connect - if you
need to force it, it is not aligned properly, and forcing it thus will break the cable.
47
Mouse:
Mice usually have only one cable that is built-in to the mouse at one end and is connected to a
computer at the other end.
The end that connects to the computer can come in one of two kinds - it can be either rectangular or
round.
If it is rectangular, it can be connected to any rectangular hole into which it fits on the
computer.
If it is round, it can be connected to a corresponding round hole. However, computers with this
type of hole have two such holes - one for a keyboard, and one for a mouse. The mouse's cable
must be connected to the mouse hole. Each hole should be color-coded, and the mouse's
cable should also be color-coded. Find the hole the matches your cable's color. Also, although
the cable is nearly circular, it is not exactly circular and must be rotated to one specific
direction in order to connect to the hole. Do not force the cable to connect - if you need to
force it, it is not aligned properly, and forcing it thus will break the cable.
Speakers:
Speakers usually have only one cable, but sometimes have two.
Usually they have only one small cable with a small round connector; this is connected to a
corresponding small round hole in the computer. Computers usually have more than one such hole one for speakers, one for a microphone, etc. The speakers' cable must be connected to the speaker
hole. Holes are typically either color-coded or have little icons next to them. Look for a green-colored
hole, or one with a picture of headphones next to it; this should be the speaker hole.
Note: Some speakers have a small cable with multiple ends instead of the cable with a small round
connector. Speakers with multi-end cables are meant to be connected to televisions or stereos, and
cannot be connected to computers.
Note: Some speakers also have an electrical cable that must be connected to a socket or power strip.
The cable should only fit in one hole on the speakers, so finding the correct hole should be simple.
Network and Internet equipment:
Currently to be written is a separate section on networking. While physically connecting cables and
other components isn’t difficult, it probably won’t do much good unless you also configure the
software to make the network function. For help on this topic, contact one of the PCVs found in
Appendix E.
Configuring Software
If your computer is used, or is set up in a way that doesn't work for you, you may need to erase
everything on the computer and install it again. This process is called "reformatting and reinstalling".
See Section 3.4. Reformatting/Reinstalling for details on how to reformat and reinstall.
48
4.2 - Improving an Existing Computer Lab
A variety of free software is available that can help you to easily improve the computers in a lab for
either education-specific or general-purpose use.
Additionally, certain hardware accessories can greatly improve the usefulness of a lab.
4.2.1 - Free Educational Software
A collection of educational software, including materials for non-ICT science subjects such as math,
biology, and physics, is available in a PCV-managed repository. These materials are in use in several
PCV sites and are known to be useful to students there.
○ Past NECTA exams: available for all math and science subjects, plus some English ones. Form
II, IV (with practicals), and VI are available in PDF format. A few are available with answer
keys.
○ Wikipedia: a program called Kiwix is available that can read downloaded Wikipedia databases,
meaning you don’t need an Internet connection to use them. Two such databases have been
downloaded by Tanzania PCVs: a “schools” collection of educational articles, and a smaller
“simple English” one that has fewer articles but is written in simple vocabulary to help
students.
○ RACHEL: this is a large collection of educational files which run in a web browser but doesn’t
need an Internet connection. It has a version of the Wikipedia mentioned above, along with ebooks, a medical encyclopedia, a collection of math and science video lessons, and more.
○ PhET simulations: this is a collection of simulations that run in a web browser but again
doesn’t require an Internet connection. They include physics, biology, chemistry, and math
simulations. For example, for physics: a springs simulation that demonstrates the weight of
different masses, where gravity can be adjusted. For biology: a natural selection simulation
that shows the effects of mutations on survival of animals.
4.2.2 - Free General-Purpose Software
○
LibreOffice: this is a free/open source alternative to the Microsoft Office suite, and it used to be
known as OpenOffice and is often still referred to that way. Documents can be saved in the
LibreOffice format, in the Microsoft Format, or exported as PDFs. Get it at:
○ http://www.libreoffice.org/download/
○
Google Chrome: this browser has a nice feature that’s helpful for slow Internet connections:
automatic updates with only differential downloads, meaning it downloads only small amounts
rather than the entire browser when a new version is released. Plus, it’s a very fast browser
overall. Get it at:
○ http://www.google.com/chrome
Note that on Windows, it installs for the current user only. It puts its files in your user profile,
rather than Program Files, meaning it won’t show up for other users.
Also, if you visit the download site from Tanzania, it might try to install a Swahili version. If
you want the English version instead, first go to www.google.com, which will redirect you to
www.google.co.tz. Change that page to English by clicking on “Google.com in English”. Then
click on “Go to Google.com” which should still be in English. Finally, go to
www.google.com/chrome, which should now install the English version.
49
○
7-Zip: this is a free/open source alternative to WinZip that can open many types of files such as
zip, rar, tar, etc. It also has its own 7z format which compresses better than zip in many cases.
Available for Windows and Linux here:
○ http://www.7-zip.org
○
Avira Antivirus: Computer viruses are a serious danger for Windows-based computers - they
can delete or hide your files, reduce your computers' performance, and even render your
computers unuseable. Installing and maintaining antivirus software on your computers is very
important.
There are many free antivirus programs available. If you don't know which one to choose, we
recommend Avira Antivirus, which you can download from [www.avira.com].
Note: However, Avira Antivirus requires that the computer you install it on has at least
Windows XP with Service Pack 3. If it refuses to install on your computer, your version of
Windows is probably too old. You can try another free antivirus program - we recommend
Avast Antivirus, which you should be able to easily find via Google Search.
○
VLC: this is a free media player that is well-known for being able to play most if not all types of
videos, including mp4, flv (Flash), etc. Available for Windows/Linux/Mac here:
○ http://www.videolan.org/vlc
○
SumatraPDF: for Windows, a good alternative is SumatraPDF, which is an open-source, free,
and lightweight reader. The download is 4.7MB, here:
○ http://blog.kowalczyk.info/software/sumatrapdf/download-free-pdf-viewer.html
○
Windows SteadyState: this is a Windows XP management tool intended for Internet cafe
owners running computers that are shared by many different people. It simplifies the process
for keeping your WinXP computers in the same condition by preventing users from changing
things like the desktop wallpaper, taskbar settings, etc. It’s a Microsoft product that’s since
been discontinued, but can still be downloaded here:
○ http://download.cnet.com/Windows-SteadyState/3000-18512_4-11127965.html
4.2.3 - Optional Lab Components
Some components of a computer lab are not strictly required and may not have been added to an
existing computer lab. Nevertheless, addition of these components will increase the usefulness of the
lab. Examples of these types of components include projectors, speakers, networks, and Internet
connections.
See [Section 4.1.5. Optional Components Of A School Computer Lab] for details on the benefits these
optional components bring and how to acquire them.
4.2.4 - Replacement of Obsolete/Broken Computers
Over time, computers break and go obsolete. The life expectancy of a computer is only several years,
which means that any computer lab will need replacement once every few years.
See Section 4.1. Starting A School Computer Lab for details on how to get new computers for a lab.
50
Appendices
In this section you can find appendices about various miscellaneous topics.
Appendix A - Computer Vocabulary
Use this vocabulary to help explain, but it’s best to use the English because of the English environment
on a computer. If explaining in Swahili, even with community members who don’t know English,
saying ku-click, ku-type, or ku-save rather than kuminya, kuchapa, or kuhifadhi will help them learn to
navigate the computer better.
Also, keep in mind that many students may not know the meaning of the Swahili words either, due to
complete lack of previous experience with computers. So you may need to explain every word.
Starting up
wire
insert (as in plugging in)
pull out (as in unplugging)
on/at the wall
turn on
be turned on
shut down
The computer shuts down automatically
Using the mouse
click or press
click on (the X/start/the blue area)
one time
two times
quickly
hold
click and hold
release
move (as in to move something around a little)
move (as in to permanently move somewhere)
take to
drag
go up
go down
arrow
shape
in the corner/on the edge
waya
-chomekea
-chomoa
ukutani
-washa
-waka
-zima
Kompyuta inazima yenyewe
-minya / -bonyeza
-minya kwenye (X/start/buluu)
mara moja
mara mbili
haraka haraka
-shikilia
minya na kushikilia
-achia
-sogeza
-hamisha
-peleka
-buruta
-pandisha
-shusha
mshale
umbo
pembeni
Using windows
symbol, icon
close (beware: kufunga and kuzima can mean the same thing to a
Swahili speaker)
open
maximize
alama
-funga
-fungua
-kuza
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minimize
-ficha/-shusha chini kwenye
taskbar
-rudisha
restore
Note: Many Tanzanians see scrolling down and say kupandisha. This is because when you scroll down,
the objects in the screen move up. It’s a matter of perspective. Explain that vitu vinapanda, lakini sisi
tunaenda kuangalia chini.
Typing
document(s)
waraka/nyaraka
write
-andika
type
delete
be deleted
press and hold
release
right of
left of
letter(s) (of the alphabet)
capital letter(s)
text
symbol(s)
full stop (i.e. period, but the British say full stop)
paragraph
kichwa
letter (mail)
essay
italics
style
appearance
dictionary
-chapa
-futa
-futwa/-futika
-bonyeza na kushikilia
-achia
mbele
nyuma
herufi
herufi kubwa
maandishi (or just say maneno)
alama
nukta
aya/ibara
heading
barua
insha
herufi zinazolala
mtindo/misura
kamusi
Other
store (save)
-hifadhi
be stored
memory
look for
insert
copy
a copy
draw
-hifadhiwa
kumbukumbu
-tafuta
-ingiza
-nakili
nakala
-chora
52
Appendix B - Computer Safety Concerns
When discussing safety concerns regarding computers, there are basically two categories: the safety of
your students, and the safety of your computers.
Safety of Students
The only safety issue for students is the danger of electrocution. To avoid this, be sure that electrical
wires are properly insulated and hidden away, don't let students poke things in electrical sockets,
don't let students damage the electrical cables, et cetera.
Safety of Computers
There are a variety of dangers to computers:
○ Falling: If a computer is knocked off of a table or is dropped, it can easily be damaged or
destroyed. The same goes for monitors, keyboards, mice, etc. Don't allow running or
roughhousing in your lab.
○
Water, food, and drink: If water, food, or drink gets into a computer, it can easily create short
circuits and damage/destroy the computer. The same goes for monitors, keyboards, mice, etc.
Do not allow food or drink in your lab, and make sure there is no risk of water getting in. If
water, food, or drink should somehow get into your computer, disconnect the computer from
electricity ASAP (with laptops, be sure to remove the battery). Then open the computer up and
do the best you can to dry it out/remove the food before connecting it to electricity again.
○
Incorrect shutdown procedure: If a computer is running and its electricity is turned off, the
computer can be damaged or even destroyed. It is paramount that you teach your students the
correct shutdown procedure (Start->Turn Off Computer->Turn Off->wait several minutes
while the computer turns itself off) and enforce its use.
○
Poor electricity: If your electricity fluxuates a lot or periodically cuts out, it can create all kinds
of problems for both laptops and desktops - damaging the battery, damaging the power supply,
and messing up or even outright destroying the computer. You can check if your electricity
fluxuates a lot by connecting an AVR or AVS (Automatic Voltage Regulator or Automatic
Voltage Stabilizer) and checking to see if it seems to be needing to do work to keep the
electricity stable. If your electricity is unstable, you should connect AVRs or AVSs to all of your
computers. If you are using desktop computers, you should take any precautions you can to
prevent the electricity from suddently cutting out on them.
○
Dust: If enough dust gets into a computer, it can cause problems. Leave the windows closed
most of the time and consider getting cloth dust covers for your computers.
53
Appendix C - Posters in the Lab
Many teachers create instructional posters to help teach a variety of subjects. Here are some ideas for
posters that can help to teach ICT:
Rules
A simple poster that lists the rules of the laboratory can be helpful to remind students of the rules, and
also to provide an easy reference.
How To Shut Down Properly
Students often have difficulty remembering how to shut a computer down properly, so a simple poster
with visual instructions can be a good reminder and reference.
Typing Hand Position
When it comes to typing, understanding the basic method is relatively easy, and it is only practicing
that takes time. A poster can easily show the basic method.
Internet Basics
In one school with no Internet connection, a "getting started with the Internet" poster was created
with four sections:
1. Internet cafe pricing
2. Modem pricing
3. Internet programs - Mozilla Firefox and Internet Explorer
4. Address and uses of Google Search and Google Translate
54
Appendix D - Windows Profile Management
Note: this gets involved with the internal workings of Windows XP, but the resulting benefits are so
great that it’s worth considering if you’re using this OS instead of Linux.
This section contains instructions for creating a default user profile in Windows XP, for the purpose of
resetting the desktop and other software settings on the computer at every boot. With it, students can
use the computer as they wish, changing settings like the wallpaper, program options (toolbars in
applications, etc.), the start menu, and desktop icons. When the computer reboots, a startup script will
automatically wipe out their changes and reset everything back to a default state. With this technique,
the amount of maintenance for cleaning up user settings should be cut down to basically zero.
Below are the overall steps that need to be taken. Details for doing each step follow the list.
1. Set up some prerequisite software.
2. If there isn’t one already, make a student account that’s separate from your administrator
account.
3. Log on as the student account and set up everything as you want a student to see the computer
when they log on. The settings will get backed up into an archive file.
4. Change the location of My Documents (and optionally, Desktop) so that students can still save
files and not lose them when the computer is rebooted.
5. Do a little housekeeping on the account’s files.
6. Create a startup script which, at every boot, will wipe out the user profile and replace it with
the one from the archive.
7. Change Windows settings to use the startup script.
Step 1
Part A) Make a folder to store scripts and other settings on the computer. For this example, let’s make
one called Configs in C: drive. Log on as an administrator, and create a folder in C: (Local Disk) called
Configs.
Part B)If you don’t already have the 7-Zip program, install it. It should be included with this document
you’re reading, if not you can get it at [http://www.7-zip.org].
a. 7-Zip should’ve been installed in C:\Program Files\7-Zip, so go to that folder.
b. You should see a 7z.exe (the Application, not DLL or SFX) file in there. Copy this file.
c. Browse to C:\Windows\System32 and place the copy of 7z here.
Step 2
Part A) This part is needed if there isn’t an account already set up just for students/visitors. Usually if
the computer doesn’t ask for a login, or there’s only one account that shows up when it boots, you’ll
need to do this step. If you already have a separate student account, make sure it’s a Limited account
(not Administrator) and skip to part B.
Go to the Control Panel and click User Accounts. Create a new account and make sure it’s Limited, not
Administrator. For the purposes of these instructions let’s say you name the account Mgeni. Since this is
a public account to be used by students/visitors, it probably doesn’t need a password. Leave that blank
when asked.
Part B) Go to the C:\Configs folder you made in Step 1. In it, make a subfolder called Mgeni (or
whatever your student account is called). This will be used to store that account’s My Documents.
Change that folder’s permissions so that Mgeni has rights to write to it.
55
a.
b.
c.
d.
Right click on the C:\Configs\Mgeni folder and select Properties
Click on the Security tab, then the Advanced button
(If you don’t have a Security tab, just skip the rest of these steps.)
Uncheck the box that reads “Inherit from parent the permission entries that apply to child
objcets. Include these with entries explicitly defined here.”
e. A box should come up asking you to Copy, Remove, or Cancel. Click Remove.
f. Click the Add button
a. Type Mgeni and click OK
b. Another box should come up, here click “Full Control” under the Allow column (the top
left box). All the checkboxes under it should become checked as well. Click OK
g. Click the Add button again
a. Type administrators (be sure it’s administrators, not administrator) and click OK
b. Another box should come up, here click “Full Control” under the Allow column (the top
left box). All the checkboxes under it should become checked as well. Click OK
h. Click OK, and then OK again to complete this step.
Step 3
Log off. Then log on as Mgeni. Set up the desktop, start menu, and program settings (like toolbars and
options in Office, for example) the way you want students to see them. When you’re done, close down
every program but stay logged on.
Step 4
Change the location of where My Documents are stored.
a. Right click on My Documents and click Properties.
b. Under Target, click the Move button.
c. Browse to the C:\Configs\Mgeni folder you made in step 2 and click OK.
d. You will be asked if you want to move the files in the current My Documents folder to the new
one. You probably want to, so click Yes.
Optional: if you also want changes to desktop icons to be saved (e.g., allowing students to save files to
desktop), you’ll need to install Tweak UI and use it to change the location of the Desktop folder.
Step 5
Clean out temp files for this account.
a. Open My Computer
b. Click on the address bar or press F4
c. Type %temp% and press Enter
d. Delete everything in here. Most likely, you’ll get errors trying to remove some of them, but do
what you can. For folders that remain, try to delete them again, individually. This will remove
as many files as possible inside those folders.
Step 6
Log off. Log back on as an administrator. Open up a basic text editor like Notepad and paste in the
following (without the dashed lines):
-----------------------------------------------------------------------------------------if exist \Configs\startup_skip goto end
if not exist \Configs\Profile_Mgeni.7z goto postimage
56
cd "\Documents and Settings"
rd /s /q Mgeni
7z x -y \Configs\Profile_Mgeni.7z
cacls Mgeni /T /E /G Mgeni:F
goto end
:postimage
7z a \Configs\Profile_Mgeni.7z -r "\Documents and Settings\Mgeni" -mx0
goto end
:end
if exist \Configs\startup_skip del \Configs\startup_skip
------------------------------------------------------------------------------------------
Save this file, call it startup.cmd, and put it in C:\Configs
Step 7
Now have Windows use the startup script.
a. Click Start->Run and type gpedit.msc, then Enter
b. Under Computer Configuration, expand Windows Settings
c. Click Scripts (Startup/Shutdown)
d. At the right, double click Startup
e. Click Add
f. Browse to C:\Configs and select startup.cmd
g. Click OK
h. Not done yet - now in the left pane, collapse all the folders so that you see only Computer
Configuration and User Configuration.
i. Expand Computer Configuration, then expand Administrative Templates, then expand System
j. Click Logon
k. At the right, find the option called “Always wait for the network at computer startup and logon”
and double click it
l. Select Enabled and click OK
Now it’s pretty much done - you’re almost ready to have a beer. The next time you boot up, the
computer will take longer to boot. Maybe up to 5 minutes, because it’s creating a backup of the current
Mgeni profile. Ok might as well get your beer while waiting.
Test your work by logging on as Mgeni, making changes to the wallpaper, Microsoft Word toolbars, etc.
Save something in My Documents. Reboot, wait for the script to finish, and log on as Mgeni again.
Everything should be reset, except the file you saved in My Documents should still be there.
On subsequent boots, the computer will still be slower than before, as it needs to do the wiping and
restoring, but an added 2-3 minutes to booting up is worth not having to clean up by hand. The
computer shouldn’t be any slower once the welcome screen appears.
IMPORTANT: In the future, if you want to make changes to the Mgeni account, like setting up a newly
installed program, etc., follow this procedure:
a. Reboot, so that the profile gets reset again
57
b. Delete the file C:\Configs\Profile_Mgeni.7z
c. Log on as Mgeni and make the desired changes
d. Reboot. This will make the startup script create a new profile archive.
What the script does
This script does a few things which you should understand so you can troubleshoot and possibly make
modifications to suit your purposes. First, you might want to know what a user profile is. In Windows,
all your settings like the desktop icons, wallpaper, My Documents, and program settings are stored in
files inside a folder. This folder is in C:\Documents and Settings for Windows XP. So for an account
called Mgeni, the profile is stored in C:\Documents and Settings\Mgeni. If you look in that folder
you’ll see the Desktop, Start Menu, My Documents, etc. What we’re doing with the script, after you’ve
set up the account to a pristine state, is to back up the entire profile and put it into a 7z archive. (7z is
like a zip file.)
On to the script itself. This is what will happen every time the computer boots:
if exist \Configs\startup_skip goto end
First, it won’t do anything if it finds a file called "startup_skip" in the C:\Configs folder. This is useful
when you’re making changes or testing something and don’t want the script to run. Usually, the script
takes 2-5 minutes to run, so using the startup_skip file makes booting faster (but please understand
the consequences). If you want to do this use ‘touch’ or Notepad to save the file in C:\Configs (make
sure to type "startup_skip" with the quotes if using Notepad, otherwise it’ll make a file called
startup_skip.txt instead, which is wrong). It doesn’t matter what’s in the file, or even if it’s empty. It
will also automatically get deleted, so that on subsequent boots the startup script will run normally.
if not exist \Configs\Profile_Mgeni.7z goto postimage
Next, the script checks to see if a profile archive already exists. The first time you use the script, or if
you want to make changes to the Mgeni account (more on this later), it will skip to the postimage part
of the script since the archive will not exist. The assumption is that you’ve just made a pristine profile
and want it to be backed up, so it will skip the wiping part and create an archive of the existing profile.
7z a \Configs\Profile_Mgeni.7z -r "\Documents and Settings\Mgeni"
Under the postimage section is the command to make a 7z archive of the current Mgeni profile.
If the Mgeni archive already exists, then the script proceeds to wipe out the current profile, then
unpack (restore) the archived one.
cd "\Documents and Settings"
rd /s /q Mgeni
7z x -y \Configs\Profile_Mgeni.7z
cacls Mgeni /T /E /G Mgeni:F
// Change to the Documents and Settings folder
// Delete the Mgeni profile
// Unpack the archived Mgeni profile
// Grant permissions to Mgeni account
The last line above grants permissions to the Mgeni account to use the profile that was just unpacked.
If you didn’t see a Security tab from the step 1 instructions, you might want to delete the line (starting
with cacls) but it should be fine even if you leave it.
Additional power tip
One other tweak that’s been helpful for me is to prevent the “All Users” start menu items from
appearing by default for everyone. Usually, when you install a program, items are added to the All
Users Start Menu folder. If you’ve installed Microsoft Office, it’s probably in there. This lets everyone
use the shortcuts, regardless of what account they’re logged in as.
You might want finer control over student start menus for administrative purposes. For example, if
you occasionally test new software that you’re thinking about letting students use, you might not want
students to use it quite yet, but allow yourself access to it via the administrator account. Then when
58
you’re ready to allow students access to that program, make a copy of the start menu item to theirs.
Here’s how to accomplish this:
1. If you’re using the profile reset technique described above in conjunction with this tweak,
delete the profile archive (C:\Configs\Profile_Mgeni.7z) before making changes.
2. Temporarily give the student account (Mgeni in my example) administrator access. Log on as
an administrator, go to the Control Panel, then User Accounts, and change the Mgeni account to
be an Administrator.
3. Log off, and back on as Mgeni.
4. Click Start->Run, type gpedit.msc, then Enter
5. Under User Configuration, expand Administrative Templates
6. Click Start Menu and Taskbar
7. At the right, find the option “Remove All Programs list from the Start menu” and double click it
8. Click Enable
9. Click OK
10. Log off, and back on as an administrator
11. Revoke the administrator access to Mgeni. Go to Control Panel, User Accounts, then change the
Mgeni account back to Limited.
12. Copy shortcuts to programs that you want the Mgeni to be able to access to C:\Documents and
Settings\Mgeni\Start Menu (or the Programs subfolder).
As I explained before, in C:\Documents and Settings, user profiles are stored by account name (e.g.
C:\Documents and Settings\Mgeni). There’s also one called All Users, which has its own Desktop,
Start Menu, etc. By default, anything in the All Users Desktop and Start Menu appear on everyone’s
Desktop and Start Menu, respectively. Now, things in C:\Documents and Settings\All Users\Start
Menu (this is where shortcuts for most of your programs should be) will no longer appear for Mgeni.
For any program that you want your students to be able to use, they must have a shortcut in
C:\Documents and Settings\Mgeni\Start Menu.
59
Appendix E - BIOS Guide
Introduction
This guide will be about some basic things we can do in a BIOS (Binary Input Operating System); topics
covered will include accessing the BIOS, changing the time and date settings, and changing the boot
order. A very common problem found in desktop computers in Tanzania is a faulty (ie dead) CMOS
battery, which causes all data stored in the BIOS to be lost, especially in older computers (like most of
the ones found in Tz); specifically, the system clock will be reset to January 1, 1970 which causes your
OS (windows, linux, etc) to malfunction. Another problem with Tanzanian computers is that from time
to time they may need an operating system (re)installed, and you might need to change the boot
device order. This setting is stored in the BIOS as well.
Your BIOS
60
Getting into your BIOS is as easy as hitting the DEL key as soon as your system starts to spit gibberish
onto the screen. You might even see a Splash screen instructing you to hit DEL, but this isn't always the
case. If mashing the DEL key doesn't do the trick (some OEM setups, notebooks, and older PCs use a
different key), try punching F1, F10, or the ESC key. BIOSes tend to differ depending on the company
and the particular hardware it's running on, so the following picture will probably not look like the
one you'll get on your monitor.
Once you're in the BIOS, you'll see some screens of text and various menu options.
Changing Date and Time
Basically follow the instructions on the screen to figure out how to change the date time settings. If you
find yourself doing this more than once per computer, it's probably time to buy a new battery. It'll
likely be a CR2302 battery, aka a watch battery, so you can try asking the fundis in your banking town
where to buy in bulk. Price: 5,000 shillings each?
Changing Boot Order
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Primary means first, as in that will be the medium the computer looks at first for instructions on what
operating system to load. Typically this is either a floppy drive or a hard drive. If you're trying to
install windoze or linux from a CD, then the CD-ROM drive needs to be in this space; if you are loading
linux off a flash drive, then the USB Drive or USB CD-ROM drive should be the primary boot medium.
Secondary is typically the hard drive, and tertiary tends to be network boot, but we don't really care
about that stuff.
Once you've installed your favourite operating system, you'll need to go back into the BIOS and change
the boot order such that the hard drive is the primary boot medium.
Checking for Bad Cables
Every once in a while you'll encounter a computer with all of the hardware properly installed, but for
some unknown reason it still refuses to work. You can use the BIOS to check if the hardware
(specifically CD-ROM and hard drives) show up under the device tab. If they don't, then that means the
cable between said piece of hardware is bad and needs to be replaced.
Notes
There's a ton of things you can change in the BIOS. However, a badly configured BIOS can mean a nonoperable computer. Unfortunately, navigating the BIOS for an inexperienced user can be a frustrating
experience. If you think maybe a BIOS is not configured properly (or if your CMOS battery died and
you think some extra settings need to be changed beyond just the time/date setting), your best bet
would be to find an ICT/techy volunteer, or a computer fundi.
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Appendix F - Contacting PCVs
If you have questions, would like advice, or if you want to give feedback/contribute to the Shika
project, here is contact info for the ICT-teaching Peace Corps Volunteers who wrote this book:
- Beth Crompton: j.e.crompton@gmail.com
- Chris Paff: paff00@gmail.com
- Josh Zamor: jzamor@gmail.com
- Philip Chui: philipchuimakete@gmail.com
- Tyler Jump: tyjump@gmail.com
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