Each category was chosen to represent the primary school types currently existing in Jamaica. In each of these school types computers would be set up in configurations which, it was believed, would represent the possible computer configurations emerging in Jamaican primary schools.

Given these configurations, it was intended that each school should experiment with teaching/learning strategies restricted to its particular configuration. The results of these experimentations would form the basis for drawing conclusions about the best ways to use computer technology in particular Jamaican school types.

Apart from the schools with existing computer labs, all the other schools would be given sufficient equipment to be able to create the type of configuration desired for the Pilot.

The Principal and one teacher from each of the schools were to be trained in basic computer literacy and technology integration strategies. They would, in turn, transfer the training to other teachers at the school level and thus allow for the whole-school use of the technology for teaching/learning.

Early Challenges
From very early in the implementation process it became evident that only a few of the schools remained true to their original type and even those that did, would, for one reason or another, be unable to adhere to the computer configuration designated. For example, of the four lab schools chosen, only one still had a working computer lab, and the computers in even that one lab were outdated and therefore, unable to be used in carrying out some of the strategies desired under the Pilot.

On the contrary, there were other schools which had acquired several computers in the interim. In fact, one of the schools, had developed a lab which was more functional than any of the designated lab schools.

In the early training being conducted, it also became obvious that the different levels of computer experience and attitudes would impact on the extent to which the integration strategies would take place. While some participants were already comfortable using computers and associated hardware, some were being exposed to it for the very first time. Some adjusted to the technology easily and became comfortable with it early, while others continued to struggle with the basic skills many months after training had started.

This was further compounded by the fact that procurement of the supporting hardware lagged behind the training by nearly two years. This meant that while some teachers started to move ahead, others were unable to:

• practise the skills learnt at workshops
• cascade the training in their schools
• implement the strategies in their teaching.

This also resulted in a loss of enthusiasm by nearly all participants. This was expressed openly by many and evidenced in part by a drop in workshop attendance from 100% in 2002 to as low as 35% in early 2004.

By this time it had become apparent that many participants had already forgotten some of the skills learnt in earlier workshops and by the time the hardware arrived the disparities in skill/comfort levels had widened greatly, as had the levels of enthusiasm.

Other Challenges
By the time the equipment was delivered to the schools, more than one-third of the original persons trained were either away on leave or had left the school permanently, and this affected the schools' abilities to begin using the new equipment according to the objectives of the Pilot.

One major setback which occurred very soon after the hardware was delivered was vandalism at one of the schools. The school was broken into and the three computers were scrapped.

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