It seems that the general trend in our district is to use computers
as a vehicle for project-based instruction (ie: using the computer to
support subject area projects). We use them primarily for word
processing and research. If the student uses the computer
to accomplish some useful task, they seem to learn the necessary
computer skills along with it. Kind of like -*Whole Language Computer
Literacy*. A good article on project-based instruction is in *The
American School Board Journal*, March, 1993 p.29 titled *Asking the
right questions*.
The students seem much more interested in doing a writing or
presentation project on the computer when they have some concrete,
functional goal.
The key element in the success of project-based instruction (or any
technology use) is that the technology be integrated into the
everyday curriculum of the classroom. The basis for this is that the
teacher be able to consistently and *reliably* plan in advance when
and for how long the students will have access to the computer. It
is only with this predictibility of access will the teacher be able
to plan technology use and integrate it regularly into her
curriculum.
Some research shows that for the technology to be regularly
available in the classroom the student-computer ratio must be no
greater than 7-1 (Phi Delta Kappan, Dec 1992, p.330). This ratio is
seldom possible in the indivudual classroom. The lab setting is, for
many schools, the only way to provide sufficiently low ratios on a
predictable basis to allow teachers to plan technology into their
curriculum.
To me, maintainence of these ratios is the most effective argument
for keeping computers in labs and adding *support* computers in the
classroom as they can be bought.
Hope this helps a little.
Bill Morrison
Technology Specialist
Rapides Parish Special Education, LA
billm@timetrend.com