AN IDEAL COMPUTER EDUCATION

(c)2005 by Michael Riversong

EDUCATIONAL PHILOSOPHY AND METHODS

The educational philosophy of the computer lab should be based on two essential ideas. The first is that drill and practice in current programs is necessary to solidify skills and give students confidence. The second is that what students need most in the field of computers is an ability to learn how to figure out for themselves the machine or program in front of them, to a such a high level that they can actually accomplish something with a machine. If students learn to do that well, they can use any computer the industry may come up with for the rest of their lives.

Each student's course of study should be interest based and individualized:

Students are first given the opportunity to "play around" or introduce themselves to the equipment or program in a supervised environment. Instruction and some basic drill comes next. Then the students are expected to work on projects which have some personal meaning or practical use. Assignments from other classes are always welcome in the lab.  These projects provide that essential practice in a comfortable environment, and also provide students with many situations in which they must use their know-how, resource materials, and own thinking skills to figure out how to complete their assignments.  Priority is always given to projects that have a useful purpose of some sort, related to school work, personal interests, or future careers.

THE LAB

Computer classes should be held in a lab set up just for that purpose.  It has been found that having all or most of the seating facing the walls works well.   The supervising teacher then works from the middle of the classroom.  Machines could run any operating system, including Windows 95, 98, NT, XP, MacIntosh, or several versions of Linux.

All students should have supervised Internet access available for the purpose of doing research in the world's most comprehensive library. 

A library of specialist programs and programming language tools should be kept. Working with these tools provides students with a base of experience that will be essential to their future careers. A few obsolete and rare computer systems and programs can be kept available. These provide opportunities for students to explore alternative operating systems and learn how to run programs without documentation, using their own discernment, logic and creativity to work with computers and building the base of confidence and intuition that all computer workers rely on daily.

THE IDEAL CURRICULUM

Kindergarten:

Students are given a choice of special programs used only at that level, for about 20 minutes a week.

Grade One:

Each student is assigned a program to use, which is usually a game or painting program appropriate for that grade.  Sessions are 30 minutes a week.

Grades Two Through Four:

Students in these grades work in the computer lab for 45 minutes each week.  The first 15 minutes are keyboard typing practice, using either games or drill books.  Grade-appropriate educational programs are used.  Second graders are given assignments each session.  After that, students are allowed to choose which programs to use each time.  Some students work cooperatively in pairs on educational quiz games.  Others gain familiarity with operating systems by using a variety of games.  Each computer has a set of Bibles, so lookups are sometimes assigned.  Bible lookups serve two purposes, as they build familiarity with Biblical subjects and the process of using search tools.

Grades Five and Six:

Two 45 minute sessions a week are given.  At this level, Internet techniques are introduced.  Students increasingly use the Internet and encyclopedia programs for research papers.  Typing practice continues, with an ultimate goal of 35 words per minute on timed tests.

Grades Seven and Eight:

Emphasis for these grades is on logic instruction.  Written assignments and tests supplement class discussions.  Little time on the machines is necessary.

Lab time is provided.  Typing practice time is assigned, and then there is free time.  During free time, students are encouraged to bring in projects from other classes or pursue study of subjects on their own.

HIGH SCHOOL TRACKS

The first track is the technical program. The main feature of this track is participation in computer maintenance and repair and advanced operation of both software and hardware.  Opportunities to learn programming languages are provided.  Students are responsible for maintenance of most school computers, assisting the Lab Supervisor and other teachers with the in-classroom computers. Newly acquired machines can be brought over to the high school classroom for initial assessment and setup. Machines can also be refurbished and donated to people in the outside community. To assist in the technical program a number of partially disassembled computers and boxes of parts should be kept. Hand tools are provided in the classroom as needed. The Computer Lab should subscribe to several industry magazines which the Supervisor utilizes selectively to keep the students up to date.

The other track is more generally oriented toward careers. Students on this track are often engaged in Internet research.  They are encouraged to develop publications, which builds skills in composition, editing and proofreading, graphic design, layout, HTML, printer software and function, and digital photography.  Some students use special programs for foreign language study.  Individual research projects are often assigned.  Volunteer work in the community is encouraged.

CONCLUSION

The focus of a computer education program should be on practical activities that will be useful throughout life in many ways. Each student was made by God for a special purpose, and through the computer program, each individual can become an effective servant in that calling.

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