Contrary to popular belief computers do not hate teachers and do not have a life of their own. Don't be phased by the wires or the cost of the gear just think about what you want to teach your pupils. To avoid nervous breakdowns and frustrated kids bear the following in mind
Set up and try out the equipment before hand, this will always be time well spent, you will know exactly how to present your lesson and be sure that the gear will work.
Have a system of use that the pupils understand Computers and other hardware are always very popular, pupils will come to blows over their turn or the time they have spent with their favourite programme. Employ some of the strategies used in nurseries when too many children want to be in the water trough. Use egg timers or buzzers to signal when times up, or set up your software for each pupil to run for a specific time, this is possible on programmes such as Making Tracks to Literacy and RM Primary Maths. Cards or stamps showing turns on the computer are useful. Pupils learn that if they have had 3 turns on the computer that day then their allocation has run out.
Have clear objectives It's very easy to become distracted by the technology and loose track of what you set out to teach. Set teaching objectives relevant to the subject you are teaching or the specific skills you want to teach a particular child or group of pupils
Make either the software content or the technology challenging Pupils and staff can become very frustrated if the technology is difficult to operated and the content of the software is challenging. It is much better to stretch pupil's use of ICT hard ware e.g. mouse skills if they are doing this with a piece of software with which they are familiar. Conversely software that sets new learning challenges is best presented using familiar and simple hardware.
Allow yourself and the pupils some time to explore and experiment There is a lot of pressure on teachers and pupils to always be working on National Curriculum or school based objectives. However it is very important that some time is spent getting to know new equipment and exploring it's potential. Time can be legitimately spent on this and long term benefits will be gained.
Be observant and record carefully This is especially important with pupils with severe and profound learning difficulties. What is the pupil actually doing? what are their responses?, Are the responses consistent?, what are they learning?
Use ICT where appropriate ICT is a teaching tool, use it when it is appropriate to do so. There is a lot of pressure on teachers to be switched on, logged on and techniqued, but despite this there are still better ways to teach certain skills, knowledge and understanding.
Managing equipment as a senior manager or ICT co ordinator is a complex and expensive business. Wherever possible:
Think about hardware in the broadest sense , washing machines, confectionery dispensers and cassette plays can all be used to teach pupils about information communication technology and ways of controlling equipment and the world around them.
Find the correct switching for each individual, Inviting manufacturers into school to trial equipment with pupils is usually the best way to ensure that the gear will meet pupils needs and will save money in the long run as items with limited use will not be bought.
Invest in pieces which have a range of uses
Make sure it is safe If the pupils you work with have challenging behaviours ensure that equipment can be bolted down, that wires are tucked away and that the electrical currents are low.
Persevere ! it is worth it
It is consistent and predictable
It is fun to use
It is interactive
They are in control
They can work independently
It's OK to be wrong
It can enhance self esteem
It's less scary than the teacher
They don't know how much it costs!
Link programmes to curricular areas this is a good way to get fellow subject co-ordinators on board, give them a list of software and ask them to link the content to specific targets
Invest in software which can be customised kids love to see themselves and other familiar people, music and objects on the computer, content free programmes are great fun to use and capture the pupils attention.
Look for programmes which include teacher feedback This saves the teachers most precious resource - time. Some software packages include information for teaches that will show how long a pupils has spent on a particularly programme and any problems they may be having
Use it in a variety of ways look beyond the actual brief and think of your own diverse ways of using the software you already have in school
Take advantage of free trials Sherston and some other companies offer 28 day trial periods, again time is well spent trying before you buy
Ensure that the pupils receive motivating feedback for correct responses only when trying out new software or setting up existing software try getting the answers wrong and take note of the response from the programme. Often the noise or the little man hanging his head is just as motivating for pupils as the feedback for a correct answer!
Always fill in questionnaires Yes they are a pain but people do win the prizes and it's a great way of getting free stuff
Be aware of the following when writing and putting policy and guidance into practice
Teaching and learning involves both staff and pupils
ICT is a tool to be used - no more no less
ICT in school must make life easier/more exciting - it's too expensive to lead to frustration, time wasting
We should not be bound by what the equipment is designed to do, but what pupils and staff need - always look beyond the manufacturers brief, ask them to customise products.
Be creative and imaginative in your use of ICT - teachers are the best in the world at being creative and inventing engaging learning activities.
Developing pupil's ICT skills will enhance their access to and control of the world around them
The use of ICT allows pupils to become independent learners - isn't this what we want for all our pupils?