03+Learning+Labs


 * Computer Labs versus Learning labs **

Computer labs have been in existence for a very long time and are seen by many as the ideal places to house computers which were purchased for or donated to educational institutions. These labs are often referred to as “high density” computer labs where there is usually a 1:1 ratio of computer to students. According to Rusten & Hudson (2006), there is the notion that having one or more computer lab is a common method of providing equal access to computers “for the greatest number of users.” While this is logical, it is important to not only remember but to implement the purpose for which these computer labs were established. Despite the fact that computer labs are now regarded as less desirable, they have their advantages. As indicated by Trucano (2011), in computer labs temperature control is easier because of air conditioning. There is also a greater level of security and usually alternative electricity source exists in the event of power outages. In addition, computer labs, besides catering for students also serve community members and they are ideal for developing ICT skills using a specialist teacher. There is still the practical consideration that computers in a lab linked to a school or college network are easier for the teacher to use and manage. Software (eg Ranger) enables the teacher to monitor and manage student activities on individual PCs (eg access to the internet or certain internet sites can be blocked if necessary). Labs tend to be more "efficient" in terms of amount of work done in a certain period of time.

The **configuration** of computer labs come in a variety of ways and each pattern of organization poses its own unique challenges. Trucano (2011) outlined three different configurations of computer labs based on his observations. Settings exist where computers are set in rows or what might be described as ‘**theatre style**’ arrangement. This type of configuration, which might look pleasing to some people, has a huge limitation in that it does not allow the teacher to see students work from a common point. In addition, it hinders quick and easy movement. Despite these limitations, Garger (2011) noted some advantages of this layout. He posits that with all students facing the same direction , teachers are able to observe the students’ faces and can interpret non-verbal cues to determine if students are learning the material or they require more help. Another advantage is that it is similar to the configuration of other classrooms which is believed to emphasize the notion that the students are there to learn.

Arranging computers along the periphery of the room in a **U-shaped** format is another layout of computer labs. Trucano describes this as “practical” since it is along the walls where plugs are usually located. This arrangement also facilitates quick and easy movement of the teacher to monitor students’ work and to ascertain that they are not off task. A U-shaped arrangement allows the teacher to see all students work from a common point. Because of this greater levels of feedback, support and guidance can be offered to the students. From this it is evident that it facilitates teacher-student engagement.  According to Garger (2011) this design allows technicians easy access to carry out computer maintenance as others are not disturbed when gaining access to the computers. Furthermore, students entering and leaving the lab do not hinder the work of other students. However, this type of configuration is not without its limitations.  Garger (2011) emphasized that the U-shaped layout provides very limited opportunity for teachers to adequately monitor what students are doing and looking at on their monitors. Also, such a configuration is not appropriate for test taking and requires many additional personnel to monitor students. Additionally, it usually occupies more space that other configurations.

The final type of configuration mentioned is having computers grouped in ‘**small “pods”** on a round or hexagonal table spaced around the room.’ This way of organizing computers is for the purpose of promoting teams’ collaboration. This configuration is also often found in classrooms or smaller locations (including school libraries) known as "**learning labs**".

Computers labs are now viewed as outdated and unnecessary; some people believe they convey the notion that computing is a subject that is divorced from the curriculum rather than integrated into it. Given this and other criticisms of computer labs, there has been a movement away from them to the establishment of **learning** **labs ** which have been referred to as “low density” labs where there is a ratio of 1:3 or 1:4 computer to students and computers are placed in “pod or clusters.” Unlike computer labs, learning labs have a small number of computers in a larger space which facilitate students in collaborating more effectively. Such collaboration is more limited in a computer lab. Learning labs provide more flexibility permitting whole-class and small group instruction as well as independent work. Furthermore, learning labs allow for integration of computers into instruction of core subject areas throughout the school day, which is seen as a more meaningful use of computers. With computer labs, this type of integration is difficult to achieve in all subject areas because of fewer labs and high demand for their use.

 **Learning labs** allow for differentiating instruction based on students learning styles, abilities and interests. Students have opportunities to be involved in a wide range of activities (which the space permits) including projects, research, oral presentations, group discussions, simulation exercises, practice exercises, guided activities, role playing among many others. This active engagement in learning would enhance their motivation, a key factor in learning. Learning labs provide more flexibility. Having learning labs also makes it unnecessary to have a separate “computer teacher” as obtained in a computer lab. Learning labs focus on classroom technology instead of technology confined to a dedicated space as with computer labs. <span style="color: #333333; font-family: Verdana,sans-serif; font-size: 9pt;">This approach to using ICT in all subject areas within the classroom[learning lab] has more to do with where teachers and institutions are in their progress to more enlightened teaching and learning strategies.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures for learning labs **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures are important for the smooth running of every classroom. They contribute to good classroom management which is a prerequisite for fostering effective learning with ICT. In addition, they are essential for guiding students’ manner of interaction with one another and their treatment of others in the classroom. Procedures also minimize time wastage and prevent or minimize confusion in classrooms. According to Wong & Wong (2000), procedures focus on the way in which things are done, and neither penalties nor rewards are attached to them. The authors further noted that absence of procedures and routines results in students being ignorant of responsible actions they should take in the classroom. It is therefore reasonable to conclude that it is incumbent on teachers to ensure that procedures are established to facilitate effectively managed classrooms.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Before establishing specific procedures, it is necessary that teachers discuss with students the importance of these procedures as well as the reasons for them. This will enable students to become aware of what is expected of them in the learning lab and thus the likelihood of classroom management problems would be decreased. Students input can be encouraged in determining these procedures, when possible. When this is done they might feel a greater sense of ownership and may be more inclined to follow the procedures. According to the age group of the students, teachers need to teach them how to follow procedures. Wong and Wong (2005) suggest that this could be done by explaining, rehearsing and reinforcing them. When students do not know how to follow procedures behavioral issues could occur.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers could have procedures for various things including the following:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">entering the learning lab
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">dismissing class
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">returning to class after an absence
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">late arrival to class
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">quieting students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">beginning of class
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">asking for help
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">moving of students and papers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">for completing work early
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">listening to/responding to questions
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">working cooperatively
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">changing groups
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">finding directions for assignments
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">collecting/returning student work
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">getting materials without disturbing others
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">handing out equipment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">student movement about the classroom


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Practical Measures for Effectively Managing Learning Lab **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Establish rules and procedures early in the term with students’ input
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Create a positive, non-threatening classroom environment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monitor students at all times
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ensure instructions are clear
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Always keep in mind the age group of the students with whom you are working as this determines the tasks and expected behaviors
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use a variety of resources to cater for different learning styles
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ensure that lessons are well-planned and you are familiar with the content to be taught
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be enthusiastic about the subject
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Practice differentiation of instruction to meet individual needs
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Make learners aware of the objectives of the lesson
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Actively engage students in your lessons – avoid the sage on stage syndrome (SSS)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Keep groups at reasonable size to minimize behavioral problems
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Practice flexible grouping
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ensure tasks are equally distributed so that students with prior knowledge do not dominate
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teach social skills
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be consistent in dealing with behavioral issues
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Treat all students equally
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Respect your students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Give students opportunities to choose, for examples, activities or groups
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ensure there is smooth transition between activities, for example, switching from non-ICT activities to activities involving the use of ICT
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Affirm your students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Roster students for class responsibilities
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Deal with bullying in class

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">William & Carter (1971) point out further that the teacher/ coordinator in the learning lab should:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Maintain a pleasant physical atmosphere.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Be a good listener and be willing to assist students when necessary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Recognize students’ good work and do not be afraid to praise them for it.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do your best with each student.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Treat all students as individuals.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Develop a philosophy of care and concern for students.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Principal Authors: Merle Derrick, Frances Williams, Beverly Phillips


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References **

<span style="font-family: Georgia,serif;">Garger, J. (2011). The four best computer laboratory layouts for schools. Retrieved May 20, 2012 from http://www.brighthub.com/computing/hardware/articles/52714.aspx

<span style="font-family: Georgia,serif;">Rusten, E., & Hudson, H. (2006). Infrastructure: Hardware, networking, software and connectivity. Retrieved May 20, 2012 from http://www.ictinedtoolkit.org/usere/library/tech_for_ed_chapters/06.pdf

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teachey, W.G. & Carter, J. B. (1971). Learning Laboratories: A Guide to Adoption and Use. Educational Technology. U.S.A.

<span style="font-family: Georgia,serif;">Trucano, M. (2011). School computer labs: A bad idea? Retrieved May 24, 2012, from http://blogs.worldbank.org/edutech/computer-labs

<span style="font-family: Georgia,serif;">Wong, H., & Wong, R. (2000). Effective teaching. Retrieved May 24, 2012, from http://teachers.net/gazette/JUN00/covera.html

<span style="font-family: Georgia,serif;">Wong, H., & Wong, R. (2005). Classroom management is not discipline. Retrieved May 24, 2012 from http://teachers.net/wong/OCT05/