The One-Computer Classroom

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The assumption has been made that if you are using this module in a classroom, you have at least one computer in your classroom and that this computer has a network connection, or that your students all have access to a computer with a network connection somewhere in your building. Those teachers who have only one computer in their classrooms will have to be creative in involving all their students in computer-based activities, but be assured that it is possible to do so.

The best approach for the one-computer classroom is for the teacher to divide the students into small groups and allow the students to work cooperatively. Work out a chart assigning designated times for each group to work on the computer. Avoid those times that are commonly interrupted by assemblies or other special events in order to minimize the amount of re-scheduling of computer times.

For example, a class of 24 students could be divided into 5 groups each of which could have an assigned one day of the week to work on the computer. When placing the students in groups, consider the range of computer knowledge among the students within a group. Those students who have even a minimal knowledge of computers can assist those students who have had no hands-on computer experience. In fact, one of the primary benefits of computer-based learning is the fact that knowledge can be shared among a group of students. An additional benefit is that quite often students can even assist the teacher in solving problems which helps to create a truly cooperative learning environment.

The teacher will need to observe each group as they work on the computer and ensure that all students have equal hands-on time. Never let one student dominate the group and do all searches or keying-in of information. Co-operation should be the emphasis in all phases of the work the students do. Point out that this is preparation for "real-world" experiences where the students will be working with co-workers to solve problems.

There are now available on the market scan-converters which allow a computer to be hooked to a television. These retail for between $200.00 and $600.00. Models are sold by AVerKey, Presenter TView, and TelevEyes, and possibly others. If your school does not own one already, suggest this as a PTA project or raise money from within your classroom or building to purchase one. Most schools will already own television sets on portable carts which can be brought to the classroom and used with the scan-converter to demonstrate computer skills to your students. The television monitor in effect becomes your "blackboard." Initially you may have to do such basic things as show the students how to get into Netscape or Internet Explorer. You will want to show them how to conduct basic searches. If you are beginning yourself, there are online helps on how to do queries, one of which is

(This is an excellent time to begin a computer vocabulary notebook--what is a "query"?)

Take the students on a virtual tour of the Insect Zoo by clicking on "Insect Zoo" on the Navigator Frame. Demonstrate how they can visit the various exhibits within the Zoo by using the interactive map or the list of exhibits. As a class, watch the Quick Time video of the tarantula feeding. The tarantulas are fed twice a day at the Insect Zoo, and students lucky enough to visit the National Museum of Natural History can see this in person.

Show the students how to navigate through the module. Familiarize yourself with the module's components and demonstrate how to access them for the students. You can find out what is in each section by clicking on "Tips" in the Navigation frame. Point out that everything in the module can be accessed through the Table of Contents. Be sure to visit some of the Outside Links so that the students will know these links can use these as a springboard for finding further information on insects and spiders.

Once the students have learned to navigate the Insect Zoo module, begin working on the activities. One way to involve the groups in the activities would be to ask each group individually to come up with solutions to the problems posed in an activity. The groups' suggestions could then be discussed and compared and contrasted for way to go about solving a common problem. Activity 3: Create a Butterfly Garden and Activity 5: Cricket Jumping Contest are examples of activities where student groups could come up with alternative approaches to completing the activities. The class could then decide as a group which approach would be best.

For other activities, such as Activity 1: Butterflies--Lines of Symmetry, go over the activity using the television monitor to prepare the students for what they will be doing. Then conduct the activity individually or in small groups, whichever works best for your classroom.

Always have the groups prepare a list of the URL's (another vocabulary word!) that they used to research their answers. This is an appropriate place to discuss authoritative sites versus sites that may not have the necessary scholarship behind the answers they provide. Always use what the students are doing and finding through the Internet as a basis for classroom learning.

If you prepare materials for which you want prescribed answers from the students/groups, one of your concerns should be the students' learning the necessary search skills. For that reason, you may want the students to work the exercise until they find the correct answer. This repetition can at times become a "book-keeping" problem. One way to overcome this problem is to highlight answers when they are correct. Not until all answers have been highlighted is the student's work complete. Avoid true/false and yes/no answers in situations such as this. You might also require the students to record the URL (Internet address) of the location where they find their answers. Different groups will not necessarily have the same answers under these circumstances.

The entire class should share the information they find at weekly discussion sessions. Encourage groups to visit the sites other groups have located. Set aside an area in the classroom where favorite sites can be advertised. A notebook of Web sites might be compiled and annotated by the students/groups that find them. (Another vocabulary word--annotated.) Getting the students involved with the computer and with each other should be two goals-goals which can be accomplished, even in the one-computer classroom.