When a school district decides to allocate money for computers and upgrading, they usually start with the high schools and work their way down to elementary. One reason is older students are more able to utilize computers in ways which are similar to their real world applications. Also, these students are closer to the K-12 educational doorway and they need to learn these skills prior to exiting. Actually, the foundation for these skills is constructed in the earlier grades. Many elementary schools have found their own resources or are lucky enough to be a part of a district which has been able to equip everybody. These schools serve as models and, while no two schools are alike, a lot of information can be gleaned from their progress. However, we are getting ahead of ourselves. This is the last of three guiding questions:
How do we utilize the computers we have?
How do we utilize the computers we have?
When limited resources are available, one thing schools must deal with are whether they should have a computer lab or distribute computers throughout the classrooms. Obviously, the ideal would be both. The strategies for utilizing computers in a lab vs the classroom are quite different. We will focus on strategies teachers can use when they have a limited number of computers in their room. In Tom Banaskewski's article, "Strategies for the One-Computer Classroom," he identifies four ways to optimize computer use:
These strategies can be used with any number of computers and they all allow the teacher to use their time more effectively. The schedule is very important to ensure everybody gets access to the computers. I have three computers in my classroom and have assigned a third of my students to each of the computers for specific activities (typing practice, publishing, etc. .). Many ideas and strategies teachers have successfully implemented can be be found on the "The One or Two Mac classroom" page at the Teachnet web sight.
Norm Bishop explains, in his article "The Four-Station Classroom: Using PC Technology in Today's Education," how to set up and utilize computers in a work station. He emphasizes the low cost of setting up a new station. However, many schools could pull together four computers they already have and implement some of his strategies. He suggests using multimedia computers to present information (video slides), with CD-ROM encyclopedia and almanacs and skill-based computer assisted instruction. Another suggestion he has is to place one of the more powerful multimedia computers on a cart for easy access.
How do we integrate computers in the classroom?
Assuming we have adapted the strategies (described above) to our own classroom's needs, what specific activities can we do with our computer(s)? An obvious use, which is often frowned upon, is for drill and practice. Some would argue this is not true integration. However, if this is what your students need then part of their computer time can be devoted to it. Vareane Heese's article, "Simple Methods of Integrating Technology Into Primary Classrooms," describes a way to use word processing programs for drill and practice of spelling words. Students practice their words and build necessary word processing skills. Heese discusses ways to build computer skills and integrate the activities within the curriculum using programs such as Kid Works, Creative Writer and ClarisWorks. She suggests deciding on a specific content area which the teacher is most comfortable with. For example, using a drawing program, students can demonstrate the ability to do math patterning. Her article has excellent examples of activities she has done. M. Louise Charette describes similar methods in her article "Keep it Simple: A Reality Check for Computers in Early Childhood Classrooms." She uses KidPix to create templates. The instructions are written and recorded and the students print their finished product.
In "The Internet Pyramid for Elementary Students" Ann Johnston describe how she builds Internet skills with children from grades one to five. Something she calls "The Internet pyramid". She plans activities which gradually build the students' skills so that by fifth grade students are conducting research using search engines, using pictures and asking the authors for permission, and creating multimedia presentations from the information they have collected.
WestEd Eisenhower Regional Consortium is a non-profit organization which is dedicated to improving education. Their publication "Tales From The Electronic Frontier" (also available online at "Tales on the Web") contains many examples of how teachers have integrated technology in the classroom. Many of the examples are from teachers who have only recently jumped on the "techno wagon", and wish to share their journeys. One of the more interesting articles describes a way to use email in the classroom. College students from Iowa State University would email multiple-step math problems to elementary students. Through this activity, the students learned the basic skills and protocol for email communication, and were very motivated to solve these problems. These students emailed questions and justified their answers. Some of the problems required several attempts and explanations prior to being solved. Throughout the entire process, the teacher served as a facilitator with the math groups.
These are just a few of the many ways to integrate computers in the elementary classroom. Web sites like Teachnet offer places for teachers to share what they are doing. We are our own best resources.
The strategies for computer use and integration offered above assume you have a limited amount of computers in your school or classroom. What if you had all that you need? What is the potential? Some schools, through luck and initiative, have been able to obtain more than the average schools. These schools act as models for other schools and an example for what can be achieved. Two examples in San Diego County are Clear View Charter School and Juarez-Lincoln School-both are in Chula Vista. These schools were highlighted in the Fall, 1997 newsletter "Notes from Research" by The San Diego County Office of Education.
Both of theses schools represent where most schools should be, and could be, with the proper funding.
The one mac classroom and the model schools described above are at different ends of the spectrum. Technology is always changing and, in time, the school that had it all at one time becomes the school that has to utilize innovated strategies to maximize what they have. The integrating strategies may be the same, but the scale on which they can be implemented can vary greatly. Schools are getting by with what they have and are helped by hearing strategies from others. Communication is our strongest weapon and we are our own best soldiers.
by
Tim Simmons
Resources
Brennan, C., & Yantosh, J. (1996). Hoop Happenings. Tales From the Electronic Frontier. 36-40.
Technology Integration in San Diego County Schools-Promising Practices. (1997, Fall). Notes from Research, 6, 13-14.