- There are times when it is not a good idea to use the computer.
- Limit the software base available to the children at any one time. Choice is fine but channel hopping with software will happen just as on television. This often means that software packages are not given sufficient time to be useful educationally.
- Develop rota systems for access and/or ‘free time’ access to the computer. You should log the people accessing the computer and monitor those who are either overusing or under-utilising the facility.
- Have a clock near the computer so that children can monitor their own time at the equipment. This helps maintain the ‘fair play’ syndrome of ‘I didn’t get my turn yet, Miss.’
- Have a 2- to 4-piece headphone block available beside the computer to allow individuals or small groups to operate in silence while the class may be engaged in other activities.
- Engage the skills of the many children with computer experience to help teach other children about various applications.
- Have prepared instruction sheets for various lessons or activities.
- Engage the skills of the many children with computer experience to help teach other children about various applications.
- Have prepared instruction sheets for various lessons or activities.
- As the teacher, you should have experienced or simulated the exercises the children are being encouraged to undertake.
- Take class lessons to initiate the use of various software packages.
- Alternatively, take the children in small groups until you have gone through the class.
Teachers should be able to manage the use of supplemental ICT resources with individuals and small groups of students in the regular classroom so as not to disrupt other instructional activities. (TL.5.b)
Total 3 hours