You are charged to help your teachers
integrate technology into their classrooms. However, in these classrooms
many of your teachers have only one to four computers, and need help in
scheduling, rotating, and managing students using the computers as part of
the curriculum. Share the following steps with your teachers, and
encourage them to adapt these as classroom practice:
As an introductory group lesson, show
the Website or software you want them to use, using a projector or
connected to a TV monitor.
Provide clear and detailed directions on
what students are expected to do while on the computers.
Identify several students in the class
as technology monitors to help other students and the teacher with
technology issues.
Pair a technology-literate student with
another who is less experienced.
Plan a related activity that may be done
by most of the class at their desks while students are working on the
computer. One idea is to print out the Website or handout for those at
their desks.
Any students who abuse their privilege
at the computer should immediately be removed from the computer for a
period of time
Tip from PDQ at TechLearning.com
USING 1- 5
COMPUTERS IN A CLASSROOM
Make Learning Centers In Your Classroom
If you have learning centers set up, use your computer as one of them. You can use: content-specific software for simulations, tutorials and drill-and-practice; CD-ROMs or the Internet for research; a spreadsheet for calculations; and a word processor for preparing reports. You can create assignments on disk which the students must complete. Or assign one student each day to take notes each day and put them on the computer, so that students who are absent can catch up.
With more experience, you can create computer-based learning modules, using
HyperStudio, PowerPoint or an Internet browser.
Use PC's as A Presentation Tool
Using presentation software like PowerPoint or HyperStudio, you can create more compelling visual aids for your lectures. Such presentations are a good place to begin using the computer with your class, since there is little chance of anything unexpected or unpleasant happening.
Using CD-ROMs or the Internet, you can have interactive visuals which can follow students questions instead of your script.
[If you use Netscape Navigator, you can use a bookmark file as as a table of contents. For example, our list of links for the one-computer classroom began as a Netscape Navigator bookmark file.]
Students can also use presentation software to support their presentations.
[Have students use PowerPoint or HyperStudio presentations during oral assessments.]
Use PC's To Demonstrate Skills You'll Need In A Lab
If your class only gets lab access occasionally, why not demonstrate what they’ll be doing beforehand? The preparation will allow you to use lab time more efficiently.
Use PC's to Run Simulations
You can use simulation software with the whole class, so that the group makes all the decisions. Use any of the simulation software intended for one user, like SimCity or
SimEarth, or software which includes group activities, like the Decisions, Decisions series from Tom Snyder. Assign different roles to students: one could be the note taker, another the keyboarder, another a reference checker, another an observer.
Use PC's For A Communication Station
You can e-mail other students/classrooms (i.e. “keypals”), other teachers, parents, etc.
You can install a Quick Cam to take pictures of students or to communicate face to face
Use PC's to "Bring" an Expert Into your Classroom
Use the computer as a mailbox for email projects. Many projects exist, for example, in which foreign language students correspond with native speakers of that language, or in which science students correspond with an expert in the area they’re studying.
[Visit www.iecc.org to see some of the possible for email links, and www.askanexpert.com to see some of the experts available.]
With a little more savvy, a fast connection to the Internet, and a video camera hooked up to your
Use PC's to Perform Collaborations
Set up a database (you can use a spreadsheet program) that students collect information for, and enter whenever they have time. This could be as simple as a database of students, or a compilation of observations on the weather. When you use the data later, the students have some ownership. As an example, have students put information about the weather (precipitation, barometric pressure, wind speed) into a spreadsheet, and then graph the data to look for correlations, or use database tools to explore the relationships of different elements.
Have students keep a class journal on the computer. Students who are absent can check the next day to see what they missed.
Use PC's as Publishing and/or Broadcasting Stations
· Monthly class magazine, newsletter, anthologies
· Classroom journal, blog, or podcast
· Ongoing story center
· Brochure for project
· Web publishing
Use PC's For Self-directed Work
You can schedule each student for 20 or 30 minutes each week, then let each student decide how to use the time. Students could use the computer to research a current project, prepare a report, or do another activity tied to your curriculum. To ensure students are using the time well, create a computer journal, and have each student fill out a journal entry each time she or he uses a computer.
Use PC's for Virtual Field Trips
Use the computer to allow your students to explore a remote location through pictures, sounds and video. The number of CD-ROMs and Internet sites for virtual field trips is growing quickly.
[Visit www.tramline.com to take a look at some virtual field trips.]
As you explore the
possibilities, think about how the computer can be used. First,
brainstorm teacher uses and student uses. Then consider the range of
applications and specific activities. Teachers can use the computer for
administrative tasks, while students can use the computer as part of a
center or station. Both students and teachers can use the computer for
assessment, presentation, accessing information, communication, and
production and publishing.
Teacher Use.
Administrative applications include professional productivity (i.e.,
letters, worksheets, puzzles, problem sets, labs, handouts, bulletin
board materials, lesson plans, tests, forms, newsletters, calendars,
reports, certificates, graphic organizers, and seat charts), data
collection (i.e., electronic gradebook, attendance, student information,
and mail merge), and information board (i.e., announcements, reminders,
class introductions, slide shows: back to school, open house).
Student Use.
Student applications include using the computer as a creation tool
(i.e., production and publishing center: email, word processing,
database, spreadsheet, graphics, multimedia) and learning tool including
information center (i.e., Internet, CD-ROM, video, resources) and
activity center (i.e., drill & practice, problem solving, decision
making, and simulation software).
Both Teachers and
Students.
The following activities can be accomplished as a large
group with
one computer and a large monitor.
Assess. Teachers can
develop and direct pretests, quizzes, post tests, and other kinds of
large group administered assessments. Students can take these
assessments as a large group. Teachers can also check understanding as
they work through a unit.
Present. Teachers can use
the computer to direct the class's attention to large group instruction
that previews, motivates, provides context, provides information,
illustrates concepts, model san activity, leads inquiry, demonstrates a
concept, stimulates discussion (i.e., debate, role play), asks questions
(i.e., problem solving, involves students (i.e., decision making), and
reviews. Students can share their ideas through presentations (i.e.,
speeches, oral reports, multimedia projects, review activities).
Access Information.
Teachers can use Internet based information for professional
development, instructional development, and content area information and
resources. Students can access information as a group including reading
and research from a single large screen using Internet and CD-ROM
resources, as well as resources the teacher creates.
Communicate.
Teachers can write and receive professional email including principal to
teacher, teacher to student, teacher to teacher, teacher to parents, and
class to class. They can share professional materials such as lesson
ideas and class projects through email, chats, threaded discussions, web
pages, and listservs. Students can write and receive group email as a
class. They can participate in class projects such as ask-an-expert,
book buddies, and collaborative data sharing.
Produce & Publish.
Teachers can lead a group in production and publishing (i.e., brainstorm
ideas, prewrite, compose, edit, revise, build charts and graphs, make
concept maps, create web pages, build presentations, and create
timelines). Students can contribute to large group projects (i.e.,,
class magazine, class book, class presentation, timeline, class journal,
creative writing, Inspiration document, Kidspiration project).
As you explore ways to integrate
technology into the curriculum, start with reading, writing, and
mathematics. Consider large group activities using your computer and a
large monitor.
Reading.Use
informational websites, fiction websites, CD-ROM,
and presentation software to present reading materials. Use technology
to help students in making connections, questioning, visualizing,
finding importance, and synthesizing content-area reading materials.
Writing.
Use word processing, Inspiration, page layout software, web page
builders, reference resources, and checkers in writing activities (i.e.,
narrative, descriptive, definition, explanation, analysis,
classification, comparison, and argument). Use technology to help
students in prewriting, composing, revising, editing, and publishing
various group written and multimedia products (letter, email, story,
poem, journal, report, lab, translation, caption, editorial, photo,
chart, graph, graph, diagram, music, sounds, animation, video).
Math. Use informational
websites, calculators, visual mapping, and spreadsheets to explore math
concepts across the curriculum. Use technology to help students in
calculating, visualizing data, and solving problems.
Using one computer in
the classroom can be both frustrating and fun. There are issues related
to using the computer as part of large group activities and small group
activities. There are also some general management concerns.
Large Group Activities.
Large group issues include connecting to standards, keeping it simple,
modeling concepts, incorporating PowerQuests, exploring Internet
resources, involving students, and facilitating group activities.
Small Group Activities.Small
group issues include exploring center approaches, providing effective
support, considering center activities, encouraging collaboration,
exploring scheduling options, building realistic expectations, and
finding help.
Management
Considerations.
Management issues include considering hardware needs, considering timing
of projects, and thinking about equity.
The students
have my class as an elective once per year for 9 weeks. I have them 3 years
and I teach beginning, intermediate, and advanced skills respectively for
those years. There is no one except me deciding on the ICT curriculum. I am
charged with preparing students for a coming assessment mandated by our
government in their 8th year, but the test has not begun yet, so I just
support the ISTE and Colorado State Standards in the best ways I can. I
don't get any help from anyone else in my school
teaching tech,
but I also get a lot of freedom to choose.
Here is what we do
in all grades: keyboarding, word processing, spreadsheets, slideshows, web
design, desktop publishing, graphic/visual learning, sound and video,
copyright law, ethics, information literacy, and (we are just getting
started on blogging, wikis, and podcasting). In addition, we
have this curriculum:
Strategies for Labs or
Classrooms With Multiple Computers
When you take your
students to the computer lab or use large numbers of computers,
there are several strategies that you can adopt to prepare, plan,
and implement effective use of computers as part of your
curriculum.
Prepare students
on what will be expected of them in the lab or on the
computers before they go there.
Demonstrate to
the whole class using a projector or computer connected to a
TV monitor what they will be doing when they are on the
computers.
If each student
is on his/her own computer, provide clear instructions and
possibly written handouts to keep them on task.
Try using
cooperative learning groups with two to three students on one
computer. Students will have clear roles such as keyboard
operator and recorder. Rotate roles during the session.
With a mini-lab,
you can create larger cooperative groups where students take
on roles as keyboard operator, recorder, time keeper, editor,
etc.
Have part of the
class use traditional resources (books, printed handouts) and
the others use the Internet to do research. Then switch and
compare information found from all sources.
Tip from
PDQ at TechLearning.com
MORE TECHNOLOGY LOGISTICS
Where do I put them in my room?
Where you put the computers will depend on the layout of your classroom. Here are some factors to consider:
--Make sure the display faces the classroom. Nothing will keep students on task better than knowing you might be looking over their shoulder.
--Keep the computer in a low-traffic area. Computers are not all that fragile, but better to keep them in a spot which students don’t pass on their way into or out of the room.
--If you’ll be using it for presentations, put it in the front of your room.
--If you’ll be using it as a learning center, make sure a small group can gather around it.
--If you use the computer yourself, you may want it close to your desk.
Post instructions and computer use policies at the computer.
Integrating the Computer
Integrate the Computer into your existing lessons. Start with a small, manageable task in one of your lessons and build from there.
Recommended Hardware If You Get To Make Choices about Display:
If you’re going to use the computer with the whole class, you’ll need a display bigger than a 15" monitor. Here are some
suggestions:
--First, consider connecting to your class TV or borrowing a LCD Projector or a SmartBoard from your media center. Otherwise,
--Get a bigger monitor. You can buy a low-resolution 31" monitor for about $700, a high-resolution 37" monitor for $6,000.
--Get a scan converter. These small boxes connect to your computer and to a regular TV, and show what’s on your monitor on the TV. They cost about $200.
--Get a TV video card. These cards are inserted inside your computer and perform the same function as a scan converter. These cards start at about $160.
--Get an LCD panel. Put one of these on your overhead projector and show your computer screen on the big screen. You can get a decent panel for about $1,600.
--Get an LCD projector. Plug one of these into your computer and display everything on the big screen. Cheap units are about $2,000. Bright, clear units cost about $6,000.
--Which to choose? For most uses, a TV video card or scan converter card is enough. Given the choice, the video card is usually better, because they usually serve other purposes as well, and often come with interesting software. LCD panels and projectors are a nice idea, but you won’t get a unit that has good brightness and clarity for less than $4,000.
A SmartBoard is a wonderful interactive tool as well. If you can darken your room when you want to use
projectors and screens, then you can get a cheaper unit. Have the vendor demonstrate the unit you plan to buy in your room before you buy.
Back up
Make sure you have some way to back up all your data. Check with your Tech Coordinator on systems already in place for your school or district. Store one of the copies of your files on your school’s network server, if you have permission (and make sure the school has a network backup system). The storage media for computer information are not eternal. The ideal is to have some high-capacity removable media like a
flash drive or Zip drive and a back-up program to automate your back-ups. But more realistic for most teachers is keeping a copy of all your important files in two places: your computer’s hard drive,
on a network, burn a cd, use a jump drive, or if all else fails, save on floppy disks.
Student disks and/or flash drives
You have some sticky decisions to make when it comes to student files if your school doesn’t already have a policy in place.
--Can students store files on the hard drive? On the network? In most cases, this is OK in the beginning, but it will eventually lead to a jumble of files spread all over your
computers, and guess who gets to clean that up? Will each student get her/his own
floppy, jump drive, or will you burn cd's for them? If you give each student a floppy, you can keep your hard drive clean, but floppies are not a terribly stable medium, and over the course of the school year, you can expect at least one student to lose all
files. And floppies are way too small for today's multimedia
projects. Decide whether the portable storage you use will have to
stay in the room and who will have to pay for it. Students with a computer at home will naturally want to do some work at home, but you’ll have to watch for viruses (see below). You may want to think about equity issues if only some students have computers.
Store on the
network and your C:/drive whenever possible in case one fails. If you have access to a CD
burner and/or a flash drive, this is also recommended for own backups, because
they contain a lot more memory.
Viruses
"Malware" is malignant programs which spread themselves from computer to computer over networks and through floppies and other removable media. Viruses,
spyware, adware, and worms are everywhere, and it’s not possible to avoid them entirely, but you can take steps to reduce your chances of "infection."
1. Be sure to follow your school or district’s policy on email, software, downloads, installations, etc.
2. Know where your portable media’s been. Sharing devices among computers is probably the most common method of spreading viruses. Try to restrict floppy use to disks that you know are clean, and certainly don’t use any
device you think is suspicious.
3. Watch those downloads. Files downloaded from the Internet are the main source of the viruses being spread on floppies. Don’t download any programs to your hard drive unless they come from a reliable source.
4. Get anti-virus software that detects and disables viruses. No computer, especially a computer used by students, should be without such software.
Finally, the software will be obsolete and useless before long if you
don't continue to download the updates because hackers can come up with as
many as three new threats per week.
