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OER4Schools/Effective use of ICT: Difference between revisions
From OER in Education
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Updates to 1.3, 1.4 on basis of 3.4
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m (Updates to 1.3, 1.4 on basis of 3.4) |
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{{review of follow up}} | {{review of follow up}} | ||
= Background text: Principles of interactive teaching = | = Background text: Principles of interactive teaching = | ||
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'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio. | '''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio. | ||
}} | }} | ||
= Groupwork with computers: Sharing resources across groups = | |||
[[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]] | |||
[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]] | |||
{{activity|Reading||2}}. Read the following. | |||
{{background|text= | |||
'''Access to computers: “We need more computers." ''' | |||
Many schools don’t have access to computers at all, but where schools do have access, it is often felt that there are not enough computers. How many computers would a school need? While some might say that one computer per child, or perhaps one computer per two children would be ideal, for many schools (and classrooms) this is unrealistic. In general, when you have access to computers, you should therefore make sure that the computers are used in the best way possible in your context. We now consider how to make best use of whatever computers are available during group work. | |||
}} | |||
{{activity|Pair work| on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson? | |||
To help with this, consider the following questions: | |||
* In devising groupings consider how many children can see the screen and get hands-on experience. | |||
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance? | |||
{{activity|Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there? | |||
{{ednote|text= | |||
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well. | |||
Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one. | |||
'''Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?''' | |||
}} | |||
Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen. | |||
[[File:Group-work-behind-computer.jpg|300px]] [[File:Group-work-around-computer.jpg|300px]] | |||
= Groupwork with computers: Sharing resources within groups = | |||
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups. | |||
{{activity|Pair work|5}}. In pairs, consider the following questions: | |||
* What would you do if there are some students who always control the computer, while other group members never get to use it? | |||
* Would you say that it is sensible to mix computer-literate pupils with novices? | |||
* How will you ensure they help rather than dominate their peers? | |||
{{activity|Discussion|10}} Discuss the outcomes of your reflection as a whole class. | |||
{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible). | |||
It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast. | |||
Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got. | |||
}} | |||
= Follow up activity = | = Follow up activity = | ||
