March 2000

Ready or Not

Accessing the Computer

Often, computers are considered to be individual work stations. Research indicates that sharing a computer with a small group (1 - 3 others) can actually enhance learning. When youth share a computer, they usually also work as a team. They talk about what the task, and the questions and answers increase the thinking around the task, as well as sharing perspectives and approaches to learning. Youth in small groups are pretty good about sharing and taking turns with the mouse and keyboard, too. When the team becomes larger, it can become too easy to disengage, to sit back and let others do the work. Time between your turn to control the mouse can be too long to facilitate skill building and maintain attention.

Research has also suggested that establishing set times to use the computers is not the best way to organize your program. The computer and the Internet are learning tools, reference tools, storage places, and "working on" tools. When you need to look something up or write out your idea, learning is enhanced if you can do it then rather than waiting for a scheduled lab time. Having computers easily accessible for use increases the likelihood they will be used learning.

The Computer's Living Room

Where does the computer live in your home? Often, computers are placed in a child's bedroom or in an office space. The rationale is that youth need a quiet place to do their homework, and that is considered a key role for the computer. Youth also need supervision, and it is increasingly recommended that families place their computer in a family room, where the monitor and speakers can be seen and heard by family members.

What does this suggest for program use? That computers should not be tucked into a corner, but in a learning space. That the monitors should be facing into the room, so that the instructor or care giver can easily notice what is on the monitor. Programs with a computer lab often arrange them in a U, with the monitors facing the center of the U so an instructor can easily monitor the progress and attention span of all youth in the program.

You want the room to be a comfortable and healthy place to use the computer. The size of the computer table and chair, and the keyboard and mouse, should fit the learner and encourage ergonomically correct use. Adequate lighting and the absence of glare are important. Acoustics that take into consideration many different noisy work groups and web sites will make a big difference in your program. A comfortable temperature is also important; traditionally, computer labs have been colder than other learning spaces. Opportunities to get up and walk around are important for youth. Some Video games, Internet sites and educational software, because of an emphasis on rapid response and random events, often increases the adrenaline and stress levels. Some programs add baroque music (about 60 beats per minute, in 4/4 or 3/4 time) and plants to reduce the stress.

Internet Safety

Internet safety is much like safety in our real world. A young child is not allowed to leave the yard, and then only allowed to travel on the sidewalk on their block. As children become teens, we give them more freedom to cross streets and travel without an adult present. They take on responsibility for making the decisions and taking the actions that will keep them safe. Getting youth to be safe online is difficult because it usually means ignoring or refusing requests for information about self and communication that in person may be social pleasantries. It may mean being rude to adults, making someone angry with you or breaking a confidence.

There are several filtering software products that provide some level of protection from pornography. The problem with software is that it isn't perfect, a tech-savvy youth can find a way to disable it if they really want to, and it doesn't protect against all the safety threats. Many commercial sites are marketing to children and youth, and their sites provide free information, gifts and tips to them while subtly encouraging them to use their products. Many youth are not sophisticated enough information users to protect themselves against these marketing ploys. Hate sites are increasingly prevalent, and increasingly sophisticated. Again, youth may only see a well-designed site with relevant information, and not question the accuracy.

Programs are encouraged to talk with youth about the Internet: giving out personal information including posting such information on a web site, and about critically reviewing the information and resources found online. Some web sites to help you do this are:

• A Guide to The Children's Online Privacy Protectioin Act
• Citizens in CyberSpace
• The Internet Advocate, a great resource on how to talk with parents and community about youth internet use and safety
• America Links Up

Results of Effective Learning Environments

The most effective learning environments meld traditional approaches and new approaches to facilitate learning of relevant content while addressing individual styles. The resulting learning environments should prepare students to:

• Communicate using a variety of media and formats

• Access & exchange information in a variety of ways

• Compile, organize, analyze and synthesize information

• Draw conclusions and make generalizations based on information gathered

• Use information and select appropriate tools to solve problems

• Know content and be able to locate additional information as needed

• Become self directed learners

• Collaborate and cooperate in team efforts

• Interact with others in ethical and appropriate ways

Connecting with Tech!