Professional Development Resources Intel® Teach to the Future Online Resource Guide Teaching with Standards Acceptable Use Policy

Making the most of your students’ computer time is important. Many teachers have limited access to technology. Classrooms may have only two or three computers, and technology labs are often booked weeks if not months in advance. Making the most of the time available is always a paramount issue.

Keep these strategies in mind to help make the most of the time students have in front of computers:

• Focus on discrete activities
  Instead of giving students a huge project to work on in the technology lab, and little direction on how to get started, give them a well-defined task and have students use their lab time to complete that component of a project. For more about effective project planning with technology, read about using Thinking Tools from Intel® Innovation in Education.
   
• Leave research for another time
  Of course, students need to practice and guidance in completing effective research, but don’t use precious lab time to just have students do online research. Assign that as homework where students can use their own computer, a friend’s, or go to the library.

Common Questions and Concerns
Education presents a variety of computer environments. Each requires well thought-out guidelines and procedures, as well as some creativity. Here are some common challenges regarding computer use, along with possible solutions.

• Create a checklist of tasks to be completed, along with a timeline
• Model effective and appropriate use as often as possible
• Discuss with your students the amount of time their project will entail and schedule them accordingly
• Grade the project in stages (outline, rough draft, final draft) instead of waiting until the end to offer evaluation
• Give points/grade for productive lab time
• Consider constructing and evaluation rubric
• Define and communicate inappropriate use, and enforce loss of computer privileges as a consequence

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Q: How do I assist students using the computer while minimizing the disruption of instruction or other activities?

• Train student experts to assist others on the computer(s).
• Use objects to communicate when help is needed.
• Examples:
  - Place flags on the computers or monitors. Yellow indicates help is needed, but the student can continue to work. A red flag signals an urgent issue, which prevents the student from continuing.
  - A similar approach is to put three cups nested within each other upside down on the computer or monitor. Green on top means "everything is fine"; yellow on top means, "I have work I want you to check"; and red on top means, "I need help."

Q: When students are working collaboratively, how do you ensure that everyone within a group is engaged and contributing to the project?

• Students not using the computer can work on research, handouts, maps, or any unfinished work
• Give both group and individual assignments, so each student will have personal accountability
• Have the group make a plan and create a storyboard before going to the computer

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Q: What are some techniques for ensuring productive use of the computer lab?

• Clearly establish the rules for the lab and enforce consequences for inappropriate behavior (such as loss of computer privileges)
• Use email and Web publishing solutions (such as Web pages or weblogs) as often as possible for communicating
• Develop a method for removing students who are disruptive during the session
• Get additional support by recruiting parent volunteers or student experts
• To maintain focus during instruction:

Have students turn off monitors or turn around and look at you when instruction is necessary; or Tape a folder on the monitor that can flip up or flip down to cover monitor; or Give instruction away from the computers

• Create Favorites or Bookmark Web sites students should visit, or create a Web site with approved links for research
• Set print limitations, and download or save text in a word processing document
• Assign students to specific computers
• Require students to check equipment at the beginning of class and report any damaged or missing pieces right away; otherwise, they are responsible for lost or vandalized equipment

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Q: How do I maximize access to Internet information if I only have one connected computer?

• Download specific Web sites to the connected computer and distribute to the other computers to view offline.
• Use offline browser software to save Web sites to the hard drive.
• Project the connected computer to a larger screen so that a group of students or the whole class can view it.
• Print out valuable resources for all to view.
• Complete assignment as a whole class exercise.
• Put students into groups with the same research needs.

Q: How can I provide equitable access for students who don't have a computer at home?

• Make the computer available before school, during study time or after school
• Allow those who do not have access to a computer at home to sign up first to use the computers in the classroom or lab
• Help students partner with others that do have a computer at home
  
• Check the local library or community center: Many have computers that students can use
• Set up an equipment checkout program
• Give adequate time to complete assignments requiring computer use at school

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