Answer to Question 1
One computer classroom. Although not typically the optimal situation for all students to receive maximum benefit from the power of computing, a lot can be done with one computer. For example, the teacher can use the computer to provide pre-reading exercises, focus whole-class discussion, or lead teams through a game or simulation (other examples are provided throughout the book). However, the computer must be accessible to all students; in other words, it should have a high quality projector or large monitor attached, and there must be room for all students to sit, view, and participate. In addition, students with special needs must have access to tools that help them to participate.
Multiple computers. In a classroom of 25 students, three to five computers do not seem like much help, and they are not if they are relegated to a corner of the room and only used for free time or remediation. However, separated into activity zones or interest centers (McKenzie, 1998), they can blend into the daily workings of the class and be integrated into classroom goals. For example, in a classroom where students are producing books, one center could be used for research, one for development, and one for printing. Or, where students are studying ancient Egypt, each team of students could work with their topic in a different area of the classroom.
Lab. There are all kinds of designs for computer labs. Unfortunately, the most common is still computers in separate carrels or in rigid rows that create physical barriers between the students and teacher or the students and their peers. This makes it difficult for students to collaborate, use other spaces for learning, and observe modeling by and receive feedback from the teacher. In fact, Theroux (2004 ) notes that the most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time (p.1). In part this is because the individual nature of the lab setting serves as a barrier to working with the teacher or other students and the activity does not consider differences among students in technology skill or content knowledge.
Answer to Question 2
A. Podcasts
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