OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions

** If machines are located around the perimeter (learners have backs to each other and teacher), or in rows, this is not conducive to collaborative learning.  

* Some computer rooms even partition off machines so learners cannot interact [[Image:(see pic, “booths”, see preziBjoern Hassler:<br/> Insert picture)]].

'''The seating arrangement'''. Sometimes labs are arranged in a certain way, because of certain concerns. For instance, if the school administration is worried about off-task behaviour, computers are arranged in rows. However, this isn’t a good solution, as it interferes with groupwork. Instead, if a teacher is worried about off-task behaviour, they can cruise around the room!  

* How would you interact with learners in these various setups? For instance, if computers are arranged in rows, what would the interaction be like? If they were sitting in groups, what would the interaction be like?

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 totally 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 deal with shortage of computers in group work.

{{activity|Pair work}}. 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?

* In devising groupings consider how many children can see the screen and get hands-on experience.  

[[Image:Pictures of chilrren working aorund a flat screen or tablet.]]

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.

{{activity|Pair work}}. Consider the following question: 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?