Making the Most of Laptops in the Classroom

High School Special Education teacher Erin Foley never thought she would see a cow in her suburban classroom, but that's how the laptop program in her school was introduced. Computers On Wheels, or COWs, as they are more commonly called, are increasingly appearing in school districts across the nation, much as PCs multiplied in the early 1990s.

A mobile lab of 35 laptops debuted last fall at Erin's school - a mid-size high school located ten miles outside of Pittsburgh, Pennsylvania. As she and her colleagues prepared to incorporate the laptops into their planning and instruction, students eagerly anticipated using the new learning tools.

Scenes like this are being played out across the country this very moment as laptops become more and more a part of the educational landscape.

Teaching with technology can be a daunting task, especially if you are faced with new equipment, new platforms, new protocols, and other technical challenges. Daniel Ledford, principal of Archbishop Moeller High School in Cincinnati, Ohio, says that "learning never stops for teachers," especially where technology is concerned. His staff of 60 began learning together seven years ago when they all received laptops at the beginning of an on-going technology project. The goal was not to make technology the centerpiece, but rather to have it so integrated that it is "in the background," Ledford remarks.

Now all 950 students and their teachers are more than comfortable with the laptops. And, of the initial risk, Ledford notes that it is "one well worth taking." As a result of the laptop implementation, his teachers are moving toward "new methodologies" in their instruction. This includes a change to 90-minute blocks from the more traditional 40- to 50-minute class period, along with creating more curriculum materials on their own.

Although it was a "lot of work finding non-textbook materials," Ledford says the excitement of his teachers was a big help during these changes.

How did all this happen? Assuredly not overnight The teachers had their equipment and training well in advance of the students. This gave them time to get familiar with the applications and software and get a jump on planning lessons that incorporated the laptops. Although you may not have the luxury of this much time, training is one way to help you teach with technology.

Training is the key to success
Ideally training should take place over a span of time to allow for practice and application of one skill before moving on to a new skill area. Spreading out learning also allows for peer groups to share successes and failures, thus increasing the amount of real knowledge and decreasing the risk factor that comes when applying newly acquired knowledge.

Also, training should be tiered to meet a range of the learner's needs. Starting with the basics - getting to know your machine and the software on it - and then leading up to more integration related activities is a logical progression.

Do It Yourself Training
If your school is shy in the training department, here are some ideas from other teachers to help get you started.

• Form your own "Laptop Support Group."
  Ask around and you are sure to find others who feel as though they could use some help. Arrange to meet monthly or bi-monthly for an hour after school and have each person take a turn facilitating. The facilitator is responsible for teaching a new skill to the others in the group. At first, it may be helpful to take an informal poll of things that each person might like to learn by participating in the group. Topics may range from email basics to presentation software.
  
  
• Volunteer to help your school or district technology coordinator.
  You can put together a notebook of "cheat sheets" for teachers that can be kept in the library or teacher's lounge. The notebook can be organized according to software product or hardware issue. It might include materials such as lists of frequently asked questions (FAQs), troubleshooting procedures, and tutorials for common software programs like MS Office. Better yet, compile the materials in digital format and either upload them to a common web site or make them available on CD. You are sure to learn a lot in the process of compiling the materials.
  
  
• Find a buddy to work with.
  Sharing a task can make it more enjoyable and enrich your sense of learning, as most adult learners actually prefer to work in groups. You and your computer buddy can help one another set and reach laptop learning goals as well as share lesson plans that work.
  
  
• Track your progress with a calendar.
  Setting time aside for your own learning and practice is a key to any new endeavor. Choose a topic each month and carve out a few minutes each day to read, practice, and apply. Using a calendar allows you to control the pacing of your learning and also gives a good visual of what you have accomplished over time.
  
  
• Sign up for product training online.
  Many companies offer free modules of instruction at their Web sites. You can also search the Web for tutorials that other teachers have created. Take advantage of these yourself or use them in class as a whole group activity, especially for an unfamiliar program.

Training is not just for teachers
Your students may need help with the basics, like organizing homework and work-in-progress files. Ms. Foley found that her students were familiar with PowerPoint and Word, but were losing files because they "did not know were they had saved them." She began the winter semester with a lesson on naming, saving, and organizing files.

"I had to teach them a logical way to save homework so that it wouldn't get lost. It tied right in to my lesson on taking notes. And, of course, my kids really need that!" she commented with a smile.

Another path toward integration is to learn right alongside your students. Explain to them that you are trying out a new piece of software and they will need to learn to use it for an upcoming assignment.

Take a class period to go over the features with the help of a projector or LCD panel. While doing this walk-through, have at least a few "bells and whistles" in mind that you will show and then casually ask if anyone has anything to add. It is likely that one or more of your students have used the program before. This presents an opportunity for sharing and discussion as you all learn. Have someone assigned as note-taker so you can retrace your steps later.

According to Phil Kalloch, District Information Specialist at Scarborough Middle School in Scarborough, Maine, it is more important to "master the pedagogy" and not necessarily all the skills that come with using laptops in the classroom. He witnessed a shift in the veteran teachers who were "terrifed" at first, but soon began learning with the help of their students.

"The teachers were intimidated" by the technology itself, but once they focused on "designing the learning environment," things came more easily, observed Kalloch. His district is part of an on-going, statewide initiative to get laptops into the hands of all middle-schoolers. They are heading into their third year of the project.

How laptops are transforming the classroom experience
Teachers interviewed for this article commented that laptops are changing not only the delivery of information, but also the quality of information studied.

At Scarborough Middle School, the teachers involved in the laptop implementation began by having students use the Internet for research. According to Kalloch, they quickly learned that "research must be more focused than a general search." This led them to using Webquests and also pre-selecting Web sites for student use.

There was a "shift from remembering information" to learning how to "find and use information," Kalloch observed. Students and teachers alike needed to learn to evaluate websites for content.

Teachers noted the move from lecture to a more dynamic, interactive environment was helped by laptops and presentation software. They were able to have students work more independently on individual or small group assignments, such as locating primary sources for research and then writing about them.

The use of tutorials and online simulations also extends the reach of activities in a classroom. This supports the constructivist model of student-guided inquiry or Project-Based Learning that goes so well with the use of technology. PBL also fosters collaboration and communication.

Kalloch noticed that students in his school were using "Ask an Expert" type sites for information gathering. They then moved to private conversations on their internal network and began "sharing and processing the information" together.

Collaboration among teachers has also increased as a result of Best Practice Technology Academies held each June.

The next steps
As the new school year gets underway, there are likely to be countless opportunities to bring technology into your teaching practice. Challenge yourself to incorporate one new idea this semester. Take on a WebQuest or ask an expert online for information in your field. You may find yourself and your classroom invigorated with new ideas and energy.

This article was contributed by author Maureen Martin, an educational technology consultant and a former elementary school teacher. She has trained thousands of teachers in technology best practices and presents at state and national education conferences.