The Computer Center

Before you begin to use a computer in your program, you must take into consideration the environmental design. The computer center within the classroom should be a safe and pleasant place for children. Whether the computer is in the classroom daily or access is on a rotating basis, the set-up of the equipment requires some planning.

Before setting up any computer area, consider the following points:

  • Place the computer against a wall, near an outlet. Tape wires securely to the floor to avoid any accidents.
  • Use a surge protector to protect the computer from power surges which can damage hardware and erase memory.
  • Place the computer away from direct sunlight. Floppy disks and computer chips can be damaged by extremes in temperature. This also avoids glare on the screen.
  • Select a low traffic and well lit area for the computer center.
  • Place the computer on a low table for the children. There may be times when you will want to place the computer or monitor on the floor.
  • Place the computer on a table without a rug beneath it to avoid static electricity which can result in the software operating improperly. If a rug is unavoidable, then consider using a static control mouse pad.
  • Keep software in protective disk envelopes and covered disk holders away from any type of magnetic field (fan, motors, telephone, the monitor), the heat register, or direct sunlight.
  • Keep CD ROM disks in the plastic cases while not in use. Keep them next to the computer for easy access.
  • Arrange the equipment to allow free air circulation around and into the vents on the monitor and CPU.
  • Encourage children to explore with the different input devices (mouse, keyboard, KidDraw, and Touch Window).
  • Keep the computer, monitor, and printer covered when not in use.

The computer learning center should be made interesting and accessible for the children. Placing related toys, games, books, or activities nearby and available to the children will be helpful in reinforcing concepts.

Label the parts of the computer system to encourage the children to become familiar with the written words associated with each part, as well as to reinforce the word-object relationship. Discuss the rules for the computer center and for disk handling with the children (such as no food and drinks or dirty hands at the computer). Encourage children to draw pictures to illustrate one of the rules or instructions for operating the equipment; then post their pictures in the center. Reminders help foster children's independent computer use.

Equipment Requirements

For children to achieve the most benefit from the computer center, certain pieces of equipment are needed. Besides the computer and the monitor, the type of equipment used for positioning the computer will determine its accessibility for all children. The following is certainly not inclusive, but serves as a good starting point.

Adjustable computer cart or table: An adjustable table insures that any child, no matter what the seating needs, will be able to use the computer. The monitor height will need to be adjusted to the child’s eye level for children in wheelchairs. Depending on the size of the wheelchair, the top shelf on some carts may need to be removed entirely.

Smaller table with chair: Ambulatory children may need a different size table for appropriate computer/monitor placement. Their feet should touch the floor comfortably when they are using the computer. Make sure there is enough room on the table for the mouse pad so that children can move the mouse easily. If an alternate input device, such as a switch or touch tablet, is used, it should be placed on the table with the keyboard hidden from view to reduce extra stimuli.

Color printer: The printer is an essential piece of equipment for literacy activities. Select a printer that prints both graphics and text, since being able to print both the pictures or drawings, and the written text when producing books from software, such as HyperStudio is important. Teachers can use the computer and printer to write IEP's, design calendars and newsletters, and for other record keeping tasks. Teachers and families can print computer screens and scanned images to create off-computer materials, such as characters and objects from stories.

Alternate Input Methods:

Equipment for alternate input methods may be needed and includes:

    • Switch interface: Some children may need to use a switch as input. Physical or cognitive limitations may prevent them from using the mouse or keyboard. To use switch input, a switch interface, Discover:Kenx, or IntelliKeys, will need to be connected to the computer. Software written specifically for single switch input, such as Storytime Tales or Circletime Tales, can be used with the switch interface. Other programs can be adapted for switch use through Ke:nx or IntelliKeys. See Chapter 7 for ideas on customizing activities with these devices.
    • Touch tablets: Various touch sensitive devices or touch tablets, such as the TouchWindow, Key Largo and IntelliKeys, are available as alternate input methods. Each device has advantages and disadvantages and must be evaluated before being recommended for an individual child. Specialized software may be required for some devices. Overlays can be produced to correspond to screens or functions in the software. Also off-computer activities can be designed around overlays to encourage sequencing or retelling a story.
    • Clamps, tape, or other securing devices: Adaptive equipment may be needed to secure the input device in a stable position so that the child is successful in using the computer and is not distracted by an unstable device. Switches can be secured in place with a switch holder, or a switch mount. Non-slip material, such as Dycem, may also be placed under switches, touch tablets, or the keyboard.

Support Materials

Off-computer materials are important components of technology literacy activities. The computer center should include items which correspond with the theme or subject matter in the software such as books, stuffed animals, puppets, or other toys. Capture pictures or pages from the children’s favorite software programs and use these as patterns to reproduce the characters in a flannel board version of the story. Children can recreate the story on their own. Books can be made from the printed pages and placed in the computer center or sent home for sharing with families.

Books which are provided with the Living Books series and other software should be kept in the computer center. They help children relate the computer screen to a page in the book. Children can use the book along with the software or read the book as they wait for their turn at the computer.

Off-computer materials for children with multiple disabilities may include battery-operated toys or a tape recorder with a switch. The child can press a switch to listen to a book tape or play with a toy which relates to the content of the software. These materials could also be sent home to assist families with home literacy activities. The child can share a book with family members by pressing a switch to play the book tape.

 

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