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Strategies for Ensuring Equal Access for Technology in My Classroom |
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| The following spreadsheet is one tool I would use in my
class to help ensure the computers are being used equally by all
students. This chart will be kept in a notebook by the
computer. When each student comes to use the computer, they are to
log in their time on, write their subject matter, and sign their
name. When they finish with the computer, they are to log in their
time off and total time. Each student will have a maximum of 20
minutes on the computer at a time regardless of race, gender,
socio-economic groups, and children with exceptionalities. An egg timer will be beside the
notebook for the students to set. If any student fails to follow the
above procedures, he or she looses his or her privilege for a week.
If they continue to fail to follow the instructions, they will loose their
computer privileges for the rest of the semester. I will walk around
and make sure they are correctly entering in time so that no one gets more
time than anyone else.
Each student is listed in alphabetical order. The columns are titled: students' names, date, time on, time off, total time, and subject. With these headings I can accurately monitor each day how the students are using the computer and for how long. It will be very important to keep track and make sure everyone gets a fair amount of time throughout the week, month, and semester. Below is a sample of 5 students. |
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| ESL: Students who are ESL will have the opportunity to use software that helps them grasp the English language before, after school, or during lunch. Students may also use web sites that are written in their first language. | ||||||||||||||||||||||||||||||||||||||||||
| Students who are exceptional will receive modifications according to their individual IEPs or 504 Plans | ||||||||||||||||||||||||||||||||||||||||||
| Students who fall into the low socio-economic groups will be provided time during lunch, or before or after school to help bring them up to speed with those students who have computers at home and are more advanced. | ||||||||||||||||||||||||||||||||||||||||||
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Advanced Technology
Competencies for Teachers:
10.1 Use the Computer Skills Curriculum to identify what students should know and be able to do--This goal is met because the equal access will cover what studnets should know and be able to do 12.3 Use computers and other technologies effectively and appropriately to communicate information in a variety of formats on student learning to colleagues, parents, and others--This goal is met because I will use the computer to construct the table for log in and log off as well as communication with parents concerning their child's behavior during computer time 12.5 Organizational and management strategies that support active student involvement, inquiry, and collaboration--This goal is met because this chart allows for equal management of students at the computer 13.3 Use media and technology to support learning for children whose primary language is not English--This goal is met because ESL students may do their research using web sites that are written in their native tongue 13.4 Use appropriate local, state, and national services or resources to meet diverse learning needs through technology--This goal is met because I will use local services to help me discover and implement programs that met all learning styles 14.1 Establish classroom policies and procedures that ensure compliance with copyright law, fair-use guidelines, security, and child protection--This goal is met because I will put into place policies that comply with fair-use guidelines 14.2 Ensuring equal access to media and technology resources for all students 14.3 Social, legal, and ethical issues related to technology use
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