Notes to the Teacher

What is Computers in Action?

This guide, by Steve Quann and Diana Satin, is based on a Curriculum Frameworks Project funded by a grant from the Massachusetts Department of Education. The approach that we developed in the process of integrating technology into the curriculum led to a book entitled, Learning Computers, Speaking English. Some of the teacher notes have been excerpted and presented here in Computers in Action . Computers in Action is a series of stand- alone lesson plans for teachers using computers in the ESOL classroom while the book is for students who want to learn English and word processing.

How Can I Use It in the Classroom?

Computers in Action offers recipes for teachers who are looking for ways to integrate computer skills into the classroom. Teachers should have a basic understanding of the basics of computing. With this guide, computers are used as a tool for learning with the added advantage that the student learns to be more comfortable with technology.

1. Teachers choose a computer function that they would like students to learn.
   
2. Teachers demonstrate that function of the computer to the class.
   
3. Learners use the following activities to practice that particular aspect of computing while working on an English topic appropriate to their level, needs, and interests.

Computer Considerations

A lesson we have learned the hard way is to assume that all computers will be working the same way that we left them. For example, if you ask students to look in a particular spot on the computer screen for the Start button and previous users have changed its location on some of the desktops, this could lead to confusion. It is particularly frustrating if you are excited about doing a certain lesson for class, and you have a limited time schedule for the class. This is what can sometimes disconcert teachers so much so that they are hesitant about using the technology ever again. So if you don't like surprises, check out the equipment before class to see if all the computers are working, and if they are set up the way you prefer.

Although we have estimated the time needed for each activity, it can be difficult to gauge how long it actually takes to complete a lesson in a computer lab where technical problems may arise or learners get lost. It never hurts to have a back-up plan when working with technology in case the worst happens and the computers go down. Although it may vary widely between levels and the amount of time you allot for conversation, we recommend allowing more time than you think you may need to complete each section. If you can, allow plenty of time for the class to move through the lesson as well as practice what they have learned.

For instructions on how to save documents you create for students to work with on their computers, click here.

Educational Considerations

Make sure students understand that this is not primarily a computer course, but an English course with computer content integrated into it. Otherwise some may be disappointed that more time is not spent on computer training. We have found that learners prefer combining the two so they can improve both, but not at the expense of either their English or computers.

One of the most difficult aspects for ESOL teachers can be having students of varied levels of English in the same class. The same is true of computer classes. Some take to it easily, especially if they have had some experience with computers, or even with a typewriter. The following are some suggestions to make computer/ESOL classes more constructive:

• Make yourself accessible to those who are less confident.
• Less is more: Allow plenty of time for the class to move through the lesson. It can be difficult to gauge just how long it takes to complete a lesson in a computer lab where technical problems can arise. Also, learners may have more of a challenge understanding directions due to the addition of new technical vocabulary.
• Go step-by-step together with the whole class. Although it may seem overly rigid, keep the group together when leading them through the computer instructions by periodically checking that everybody is "on the same page" and understands before moving on. The risk of letting some students move ahead while others are catching up is that they may get lost on the computer. Then, you may need to stop the class to help them get reoriented. This makes the rest of the class wait, and can make students impatient and feel like they are wasting time.
• Place more experienced students beside those who are less experienced. In the long run it is better to go more slowly and have the more computer-adept students assist the less computer-adept ones. If you have volunteers or teacher aides, this is a great time and place to ask them for assistance.
• Review material from the previous class -- if you've ever taken a computer course and tried to practice what you learned a week or two later, you will know why it is important to incorporate time to review. Have students briefly describe what steps they are taking as they do them.

To select an activity =>

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updated 6/07