Organizing the learning environment
Locating ICT within the classroom
It may seem like stating the obvious, but it is
important to position computers and other technology within the classroom so
that they are both safe and accessible to staff and pupils, and can be
integrated into learning activities.
It is often hard to find any space for
computers in a busy classroom; so it is not uncommon to find equipment in
corridors, or stuck in alcoves and cupboards. This will not encourage
productive use of the technology – ‘out of sight, out of mind’
as the saying goes. The equipment should be positioned within the class in a
location where it can be quickly accessed by staff and pupils. Often this will
mean setting it on a trolley (see Positioning and layout, below) so it
can be moved around. A height-adjustable trolley will enable different pupils,
with different positioning requirements, to access the equipment properly.
Issues to consider are:
- Location of mains electricity and network sockets
– There should a number of power points around the room so that the
computer can be used in the most appropriate area – in the language area,
or library area for literacy activities; or the maths corner for numeracy.
Extension leads can be used if the equipment is to be placed some distance away
from wall sockets (but see Health and Safety, above).
- Glare from lights and windows – reflections
from light sources on the monitor screen should be avoided.
- Pupil space around the machines – Wheelchair
users and pupils in special seats or standing frames need enough space in front
of the machines so that they can be positioned to be able see the screen and
access the keyboard and other input devices. There should be enough room for a
small group of pupils to sit comfortably around the computer to do
collaborative work.
- Security and safety – To a certain extent,
accessible equipment is also easy to lose and so it is important to secure
computers and other equipment so that it cannot be stolen. A range of security
kits and cables are available to lock equipment to tables and trolleys (see the
Appendix 7 – Key resources). Equipment must also be secured to prevent it
falling or being pulled off tables and desks.
Position ICT so that it becomes a tool for use
in daily classroom activities, rather than an activity in itself. For example,
if a computer will be used to complement literacy work, it may be best placed
beside or in the library corner, so pupils can move between paper and
computer-based resources. If symbols and speech output communication aids are
being used to support literacy, locate them in the library as well. If one
corner of the room is being used to create materials on a particular theme and
the computer is part of that work, move the machine into the corner too.
It is important for the pupils using the
equipment not to be isolated. This can be the case when the class area is small
and not designed with ICT in mind, resulting in it being set up outside the
classroom. Classrooms need to be set with accessibility in mind – is there
free passage around the class for all pupils and can a wheelchair user access
the computer and other areas of the room? Is the computer blocking the view of
another pupil, or blocking movement round the class?
Another consideration is whether the computer
is stand-alone or connected to a network. Printing facilities have to be
carefully considered. For some pupils the immediacy of the print out is highly
motivating, so it may be helpful to have a printer located right beside the
computer.
Scenario 2 -
Positioning and layout
The three photographs here show some common issues that
arise when locating a computer workstation. The machines are set up in a
primary special school.
Layout
A |
Layout
B |
Layout
C |
Layout A is the ‘before’ example:
- The machine is set up in the far corner of the classroom.
There are cupboards immediately to the left of the photograph so there is only
a narrow gap in front of the computer for chairs and people. This means there
is not enough space for a member of staff to work with a pupil, or for groups
of pupils to work collaboratively; also a wheelchair user would have difficulty
manoeuvring in to use the machine.
- The monitor is to the side of the keyboard and mouse so
the pupil must continually look from side to side.
- The bench is built on kitchen units that are 80 cm high.
As a result, the keyboard and mouse are too high for small children to reach.
The height also means the monitor is too high.
- The keyboard and mouse are standard, unadapted items,
which may or may not meet the needs of the pupils.
- There is not much room for books, papers and other
materials.
- Access to the printer is restricted by the monitor and
the box of discs and manuals.
Layout B is slightly better:
- The monitor has been moved behind the keyboard and mouse
to minimize neck stretch. It is still too high for small children, though.
- There is some room to the left (but still not enough) for
books, papers and other materials, or to place the mouse on the left, for
left-handed pupils.
- Access to the printer is still blocked by the monitor.
- The keyboard and mouse are still too high.
- There is still not enough space around the machine for
more than one person to work comfortably.
Layout C is better still:
- The workstation is set up on another part of the bench so
it is no longer stuck in the corner, and there is room for staff and pupils to
sit around it.
- The monitor is placed on the bench (rather than on the
computer), directly behind the access devices, so is lower and easier to see.
- The keyboard and mouse are not being used for the program
currently in use and so are put to one side.
- There is a little more room for books, papers and other
materials.
- The KidTrac rollerball is used instead of the mouse, and
the Jelly Bean switch is plugged into the Mouser to act as a mouse button.
(Inclusive Technology sell a KidTrac with switch sockets so the Mouser might
not be required.)
- The KidTrac and switch are on a lower table (height 65
cm), at the correct height for small children. The table can be moved around,
and slid under the bench out of the way when the computer is not in use.
And an even better layout would have:
- The switch and rollerball Velcroed to the table or a
Maxess board, with cables tucked neatly away.
- The printer beside the monitor.
Key skills and equipment
The key skills for the above example are:
- a clear understanding of when and why ICT is used in the
classroom
- to take a step back and look at the positioning of the
equipment, and how it can be improved
- arranging the equipment in the best position
- not difficult but can make a big difference!
The key equipment is:
   
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