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WHAT DO YOU DO IN
THE COMPUTER LAB?
By Larry Ferlazzo
“Experience is the name everyone
gives to their mistakes,” said the playwright Oscar
Wilde.
If that’s the
case, I’ve had a lot of “experience” when I’ve brought my students to the
computer lab. At times, I’ve used the computers as “babysitting” services. I’ve brought students to the lab without
being sufficiently prepared and, as a result, have had to spend a lot of time
putting out “fires” and looking like I didn’t have a clue about what I was
doing. And I have gone
to the lab without having a back-up plan of what to do if the computers go down
and, of course, they’ve gone down.
And these are just a few of many instances that don’t necessarily portray
me in the best of light.
But I think I’ve
learned from them. Our school
now has a very successful after-school computer lab assisting English Language
Learners, which is part of the reason we were the Grand Prize Winner this year
of the International Reading Association Presidential Award For Reading and
Technology. We’ve just begun
several classes with our special education students using the ESL lab’s
model. And the same plan is being
used by a large non-profit affordable housing organization, the Sacramento
Mutual Housing Association, to implement ESL computer labs in all their
developments. And I bring my
regular English classes to the Lab often, and I think students would generally
agree it’s a productive, challenging, and enjoyable
experience.
I’d like to share
a few guidelines we use to make these Computer Lab sessions successful. They are meant more as a compass, and not a road map. I suspect that teachers with more
“experience” than me have additional helpful advice that I’m hopeful they too
will share. Here is just what has
worked for our students:
1)
Use computers more
to reinforce key concepts, and less to teach
them.
There are zillions
of free learning activities that are available over the Internet. However, students can’t often ask the
computer nuanced questions, and the computer can’t easily give nuanced
answers. Computers don’t recognize
quizzical expressions on student faces. A “congratulations!” message from
a computer program is not the same as a verbal acknowledgment from a smiling
teacher. Students can learn
lot of facts from a computer – learning concepts can be much more
difficult. Computers don’t
necessarily teach ambiguity well.
I’ve had success
using a computer lab by adapting an effective technique used to teach English
Language Learners. It’s called
“Preview, View, Review.” In the
bilingual ESL classroom, this means a short overview of the lesson is first
given in the students’ native language, followed by the lesson itself given in
English, and ending with a short review time in the native language where
questions can be answered as well.
Using this kind of
“sandwich” method, with computer time in the middle and teacher-to-entire class
interaction on both ends, can work well in a computer lab class, too. I spent nineteen years as a
community organizer, and we called this simple process “Planning, Action,
Evaluation.” Of course, the teacher
should be constantly circulating and engaging students during the computer time,
too, and not just sit at their own station.
2)
Students can be
producers of online content and not just
consumers.
John Dewey’s
perspective that students learn best by doing holds as much truth in the
computer lab as it does in the regular classroom. Yes, having students use the labs to type
papers is certainly a valid use of time and resources. And, of course, using the lab as a
source for research is obviously a critical use of computers and the Web.
I would suggest
though, with the advent of Web 2.0, it is simple for students to also post much
of what they write on the Web.
Scribd (http://www.scribd.com/) is a free
and easy way to upload what they have written, plus the audio capability of the
site allows them to hear it read (which also can help students edit their own
writing). Not only can others see what has been
written, but they can also comment on it. Other web applications, including Your
Draft (http://yourdraft.com/) allows students to post their work with
“secret” urls so that only their classmates or family members can see it, but
someone other than the teacher can
read it. It’s an authentic
audience. Moderated online journals and blogs can also be used.
Geography students
can easily create online maps with photos of different areas using Community
Walk (http://www.communitywalk.com/). They can create an online art
collection from the Tate Museum (http://www.tate.org.uk/britain/yourcollection/createyourcollection.do) . They can create
their own online scavenger hunts for other students to complete with Trackstar
(http://trackstar.4teachers.org/trackstar/index.jsp). I have hundreds of
online activities that students can use to create, and learn from, online at my
Examples of Student Work page (http://www.bayworld.net/ferlazzo/Student%20Work.html) .
Students can also
participate in writing or editing encyclopedia articles on the web. This year I hope to have my students
work on the Simple English Wikipedia (http://simple.wikipedia.org/wiki/Main_Page) and Wikijunior (http://en.wikibooks.org/wiki/Wikijunior) .
There is no
shortage of activities that English Language Learners can create online,
too. I’ve written about many of
them in a previous TechLearning article “Samuel L. Jackson, My ESL Students, and
Me” (http://techlearning.com/story/showArticle.php?articleID=196604338) .
3)
Computers can be
used to help students develop and deepen relationships with each other,
not just with the computer screen.
Redwood trees can
grow alone. However, they don’t
grow as tall as redwoods that are growing in a grove together. When they’re together, their roots
connect underground and get intertwined.
This connection allows them to grow taller by providing a much more solid
base.
I believe the same
holds true with our students.
Yes, students can learn something from just working on computers alone
and, in effect, just developing a relationship with a monitor’s screen. However, just like in the regular
classroom, working together can create so many more possibilities and develop so
many more skills.
Whether it’s
pairing up to compete against each other on Internet word or math games, taking
notes on projects that their classmates have created online and then discussing
them in small groups back at the classroom, or having English Language Learners
work in pairs playing online video games with one of them reading off
instructions on how to win, there are many opportunities to help our students
get beyond being mesmerized by the screen.
4)
Use time in the
computer lab to help develop leadership among students, and not just have
them be your followers.
Dr. William Glasser has often quoted Edgar Dale’s “Cone of
Experience”:
“We learn 10% of what we read, 20% of what we hear, 30% of what we
see, 50% of what we see and hear, 70% of what we say or write…..[and] 90% of
what we teach.”
I look for students who seem to be doing a particularly good job,
or who seem to be grasping what to do technically pretty quickly, and will often
ask them if they would mind helping others. I make sure my all my students know that
this might happen, and at the beginning of the year we spend time talking about
what the difference is between “guiding” someone and “doing it for them.” And I make sure that I
create these opportunities to teach for all the students in class at one time
or another.
5)
Spend less time
being the controller and more time helping students develop
self-control.
One way to prevent
my grandchildren from drowning in a nearby creek is building a huge fence
preventing access, telling them they can’t go near it, and constantly nag them
about it. Another way is to ask
them what they think the consequences of falling in the creek would be to them,
how it would affect others, and discuss with them the universal lessons of being
careful about water.
Which way would
equip them to act more responsibly?
I’ve heard and
read, and I’m sure you have, too, this kind of parable related to both Internet
access and many other kinds of human endeavors. Yes, we need to be aware of what
is on our student’s screens. And, yes, we need to make sure our
students are aware of how to behave near expensive equipment. However, in my
experience, having thoughtful class discussions prior to entering the lab and
engaging in reflective individual conversations when lapses occur tend to be
much more effective in teaching life-long learning than harsh denunciations and
punishments.
I referred to the
importance of ambiguity earlier in this article. Neither the world, nor these guidelines,
are meant to be black-and-white.
It’s not a question of which “side” you are on 100% of the time. Instead, it’s more of a question of
which direction do you tend to lean towards more of the
time.
And, now, it’s
time for me to get back to generating more
“experience.”
Larry Ferlazzo
teaches English and Social Studies at Luther Burbank High School in Sacramento,
CA.
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