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One/ two computer classroom - how to manage?
Timetable - allocated timeslot
Use a timer
Have systems for waiting/ had a turn eg charts they tick, pegs that move down names, icecream sticks with names that get moved from a 'waiting' container to a 'had a turn' container.
You could have turns based around reading/ maths groups.
Computer Buddies - Driver/ Passenger
Use meaningful activities
Hook into the data projector and model the activity/ program
Children use headphones so other children aren't distracted.
Whole class structure and guidelines for use of computer time.
Have visual prompts to aid the children by the computer. eg pictorial step-by-step guides on how to use a piece of software.
Management tips for working in a pod/ suite
Set up the space well and think about issues such as needing power points etc
If possible, have two adults - 1 helper and 1 instructor
prepared - be clear on what you want them to achieve by the end of the lesson.
Have a senior buddy to set them up.
Use plastic cups - a student who is having trouble puts the cup on top of the computer and waits for a teacher.
Turn screen (not computer) off when teaching is going on.
Breaking teaching into manageable chunks and not expecting them to remember everything at once.
Teach a skill, practise, then come back to mat space and repeat
How do you plan for the use of ICT? Do you start from the curriculum (what fits well with the topic) of the needs of the children?
Start from both! Curriculum for the context of the learning and needs for the content of the learning.
Probably start with topic - choose something that fits and teach skills (although we have a "sort of" school-wide progression.
Start with topic and match needs
Depends on software availability.
Start with needs for reading, writing and maths.
Child centred - keep to their needs. Start with the topic question.
Just in time versus just in case. How much time should you spend on skills versus curriculum embedded content?
On one side of the debate, some feel we have to start with skills first and introduce 2-3 key skills at a time and then concentrate on transferring into the curriculum context. If the children have the skills they will feel rewarded by what they learn later on. This is similar to learning punctuation through drilling and practise exercises.
On the other side of the debate, others feel that children will learn if skills are relevant at the time and should be learned as they need them. This is similar to learning to use punctuation through contexts such as writing.
A combination approach could be doing skill sessions as needs arise in order to use for curriculum. This is similar to noticing that children aren't punctuation correctly and doing some drills and then setting clear expectations that this learning will be demonstrated in their writing they do directly afterwards.
How do you ensure the use of computers is not just 'busy' work? How do you monitor this?
Make specific learning intentions clear - articulate these, develop these with the children, encourage self-reflection by the children on these intentions.
Have set rules that children are all clear on when using the computers.
Ensure that tasks are well integrated.
Teacher or Student experts to model how to use the ICT otherwise the children will muck around if they are unsure of what to do.
Sometimes, have an expectati
help on how to format text
Turn off "Getting Started"