Theory: Organization

Theoretical considerations: Organizing for technology implementation

Introduction

Now that you have learned how technology can be used in education to promote learning, you are probably wondering how to manage and organize the activities and computers that you will use. The way you do this will depend on how your school/classroom is equipped and how you will use the technology. How you manage and use one computer that is in your classroom will be different from how you manage and use a computer lab of 30 computers. In most schools that have a computer network there is usually a technology coordinator or a teacher who is a "techie" who will be responsible for troubleshooting, managing software/hardware and maintaining the computers. This person would also be responsible for computers in the lab. The suggestions here are for those teachers who will be fortunate enough to get one or more computers in their classroom.

Tips for managing the classroom computer:

Make a plan for student access to the computer(s). Be sure that all students will be given equal access.
Place the computer(s) in an area that will allow you to easily monitor student use, but in an area that will not be distracting for students doing activities in the classroom.
Develop a file management system to allow students to locate files quickly. Create shortcuts and folders on the desktop so that students do not need to through a variety of locations. This decreases the possibility of students getting into areas where they could change settings. There are also programs available that will allow you to customize the files and applications that students will have access to.
Appoint a student each week to perform computer maintenance such as cleaning the screen(s), keyboard(s), mouse/mice and replenishing paper in the printer. This student can also be responsible for booting the computer(s) in the morning and turning it/them off at the end of the day.
Use the expertise of your students by creating group leaders that students could go to first if they had a problem. This encourages students to discover the functions of the computer/program and to collaborate.
Ask parents to volunteer when in computer activities. This is an excellent opportunity for parents to become involved and learn about computers as well. If students will be using the Internet you will also have help with supervision which is very important to prevent inappropriate use.
Change your passwords regularly.
If you do not have a technology person readily available to you, use utility programs to diagnose and repair problems. Make sure you have a virus scanner to protect the computer from viruses from the Internet and floppy disks.

Teaching in the one-computer classroom

Many teachers face the challenge of integrating technology into their classroom and often they must start with only one computer. This may seem pointless to some teachers, but it is however, not impossible to effectively use this one computer to facilitate student learning. The following are just some ways that a computer can be used in the one-computer classroom.

Smart Chalkboard: By connecting the computer to a television or projecting device the teacher can present material to the entire class that is otherwise impossible or very difficult to do, such as audio clips, detailed pictures or diagrams, simulations, and graphs available on CDs, the Internet or that were created by the teacher. Presentation programs such as AppleWorks and PowerPoint allow teachers and students to create electronic multimedia presentations that can be created, stored and edited with ease. While brainstorming with a class the teacher could use a concept mapping program such as Inspiration to create an outline or map that can be added to as ideas arise, but that can also be revised and structured when the brainstorming is complete. Students can make connections between ideas immediately and teachers don't have to worry about running out of chalkboard space. The concept map can also be brought back into a lesson later on, such as at the end of a unit or topic, for review or for making revisions.
Discussion Generator: Teachers can use the computer to generate discussions or ideas from their students as they would use a video, filmstrip, tape recording etc. Students can be taken on virtual fieldtrips and explorations individually or as a class to places that would not be possible to go to such as a museum in another country or inside the human body. This is also useful for demonstrating science experiments that can not be done in the lab because of safety issues or lack of resources.
Cooperative Learning Tool: Students can participate in a variety of telecollaborative projects with students from other schools that involve such activities as interpersonal exchange, information exchange, and problem-solving. Using groups, students can work together on such activities as a scavenger hunt, virtual fieldtrip or expedition, WebQuest, multimedia presentation or a spreadsheet/database.
Software Activities: Teachers can set the computer up with specific software as a center to allow students to do work individually or in small groups on the computer. The computer could also be used as a remedial tool for students who need extra practice with concepts.
Resource for Students: Students could use the Internet or CDs to retrieve information, images, audio clips, and videos that could be used in their presentations or reports.

Teaching in the more-than-one-computer classroom

Teachers who have had the opportunity to include several computers in their lessons have had to use trial and error to discover the most efficient strategies to integrate technology. Fortunately these techniques have been discussed in articles and books to assist teachers. Besides using the computers in the same ways mentioned above teachers can use a centers or stations approach to integrating computers in their classroom. Creating centers or stations is an excellent way of organizing computers in the classroom. Students are assigned to a computer for a set amount of time (20-30 minutes) to perform a specific task or activity. After the time is up, students rotate to a different station where they are engaged in a different activity. For example, one computer could be dedicated to a specific piece of software, another computer could be used for testing specific skills, another for researching a topic through the Internet or CD-ROM and another for creating a concept map with the information that was gathered at the research station. Non-computer stations and activities can also be incorporated. If there are students who finish early they can use the time to work on other activities or to choose an activity at an available station.

Discussion possibilities

Create a list of computer maintenance tasks. How would you manage each of these tasks?
Describe how a computer could enhance a lesson that you have taught.
If you had only one computer in your classroom how would you use it and what activities would you have students do with it? What if you had 4 computers?
Make a list of programs and software that you would want to have on the computer in your class and write a brief explanation of why that software or program is essential for you.

Readings

Dockterman, D (1997). Great Teaching in the One Computer Classroom. pp 11-19, 35-50. Cambridge, MA : Tom Snyder Productions, Inc.

O'Donovan, E. (1999). “Back to School: All systems go!” Technology & Learning, 20(1), 11-19. Dayton, Ohio: Peter Li, Inc.

Randolph, T., Scolari, J. & Bedient D. (February, 2000). Too Few Computers and Too Many Kids: What can I do? Part I Learning & Leading With Technology, 27(5), 28-30. Eugene, OR: ISTE. Supplement http://206.58.233.20/L&L/archive/vol27/no5/supplements/randolph.html.

Randolph, T., Scolari, J. & Bedient D. (April, 2000). Too Few Computers and Too Many Kids: What can I do? Part III Learning & Leading With Technology, 27(7), . Eugene, OR: ISTE. Supplement http://206.58.233.20/L&L/archive/vol27/no8/supplements/bedient.html.