ICT Tools for the Classroom

Computer Labs

Computer labs have been a common feature in schools for many years. The word "lab" is indicative of how many people think about specialised rooms with computers; it has scientific or technical connotations. Many such rooms are in fact used for teaching subjects named "computer science" or "information technology." The configuration of these teaching venues quite often reflects the conventional "factory model" classroom with rows and rows of desks facing the front, with the exception that the desks have computers on them.


By way of introduction read Michael Trucano's post in the Word Bank's EduTech blog, School computer labs: A bad idea? (online). As you read this posting and the ensuing comments:
  • list the pros and cons that emerge
  • note the trends in educational ICT that are referred to
  • record the issues that are raised
Click here to do a self-activity in which you critically examine the high density computer lab  In high density labs there will be sufficient computers for students to have individual access or at the most work in pairs (in very large classes). 

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Activity 2

Discuss the pros and cons of high density computer labs.  During the discussion deliberate on:
  • The issues that arise with high density computer labs
  • The possible restrictions on certain types of learning in high density computer labs
  • the advantage of high density computer labs

 Click here to post your comments.


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One Computer Classroom

one-computer classroom is a classroom that has one or very few (probably up to 4) computers and the student:computer ratio is greater than 1:4, thus making it hard to structure group work in which all groups simultaneously have access to a computer workstation during the lesson. If you research this topic you will find a high proportion of broken links, which is indicative of how outdated this topic has become in first world countries. However, it still holds relevance in lesser-resourced communities and countries.


Having a computer or a mini-pod of computers in the classroom means that teachers do not have to regularly schedule computer labs every time they wish to integrate ICT in some way (this has been a barrier to student access as we know). However, the teacher has to schedule the computer access within the classroom by planning learning activities which are rotational and where computers can be accessed for a variety of reasons at a variety of times. How is this best achieved while maintaining the benefits of ICT to learning?

The following readings will help you to understand the issues and see the possibilities. As you read these articles you should think of the following:
  1. The benefits of having the computer in your classroom.
  2. The issues that you must address to integrate technology into your classroom.
  3. The strategies that will make their use and classroom management most effective.
It is quite likely that you have by now identified many interesting possible uses of a small number of computers in your classroom. It may well be that some issues, like security for instance, make it impossible for you to teach in this kind of classroom. Nevertheless, some of the issues and strategies related to computers in the classroom could also pertain to other types of technology in the classroom. You may also one day find yourself in different circumstances where it does become possible to have a computer in the classroom. The classroom management strategies may also be useful for classrooms without computers, but with other scarce resources that need to be shared.

Interactive Whiteboards

"Interactive whiteboards have been met with a very positive reception. Students enjoy lessons more and find them more interesting; teachers benefit from the tools offered by whiteboard software and from improved classroom behaviour. The whiteboards turn received wisdom about ICT on its head, moving away from the idea that the use of technology means pairs of children working at computers – they encourage interaction on a whole-class basis. Like all ICT tools, however, interactive whiteboards will only truly enhance learning if they are used well. "
Source: Department of Education, UK (not for reading now) 

Interactivity is described as “where users are physically, verbally and conceptually engaged, or interacting with manipulable learning resources and content, in co-constructing their understanding.”
Source: Guidelines for Effective School/Classroom Use of Interactive Whiteboards (p24) (not for reading now)

 As with many technologies, but especially with interactive whiteboards, there are questions being asked by knowledgeable educators regarding the real value of the technology for learning and teaching, given its cost. Let us follow this debate and draw our own conclusions.

 Is the debate over the "value" of interactive whiteboards really about the boards?
On interactive whiteboards (again!) - From the British Council BBC blog Teaching English. Read the comments on the blog as well.

Tablets Devices

Tablets (such as Apple's iPad and Samsung's Galaxy) are defined primarily as a platform for Internet access, digital media, games and apps (small applications). Their size and weight fall between those of contemporary smartphones and laptop or netbook computers.

A concept that you will encounter during this activity and may have encountered in the previous activity is the Bring Your Own Device (BYOD) approach. This refers to schools asking students to bring their own devices, usually restricting them to pre-defined specifications. However, you will also notice that in some instances tablets are issued to the class each lesson.

Click here to do a reading and reflection self-activity on tablets in the classroom.

Classroom management

Because of the big overlap between managing tablets in the classroom and managing one-to-one learning, we will focus on those aspects that may be unique to tablets. At this stage try to identify aspects of managing learning and classroom procedures that would be unique to the apps-driven hand-held tablet devices. As you read the following articles imagine what it would be like teaching such a class. Also draw on professional colleagues who may have experience of such classrooms.
Cellphones in the Classroom

Many of the issues related to tablets and communication and collaboration will also relate to cellphones because smart phones can access much of the Internet and all the social media sites as well. However, there seems to be a lot of reaction to the device, its portability and supposed detraction from learning. Lengthy debates have been carried out about cellphones and eloborate measures are introduced at many schools to prevent their use. During this activity you should gather evidence to support your responses to the following question:
  • Do the disadvantages of cellphones outweigh the advantages for learning?
Bearing in mind all the possible legitimate reasons or prejudices we have about cellphones in schools, let us consider the question:

Why are we so negative about cellphones in schools and is there a rational argument in favour of their use?

With that question in mind, read the following resources:
It may well be that circumstances in your school prevent the effective use of cellphones in the classroom, but change is inevitable and you may one day find it necessary to rely on this technology.

As you read the following lesson and ideas about how to use cellphones in the classroom, focus on the classroom management issues that underly that use. What procedures or protocols will be necessary to ensure the most effective use of this technology for learning?
Lessons integrating cellphones

Look at some of these 

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