Global Challenge - Using Workspaces


	"We aren't using, you know, 'Foundations in Social Studies software'; we're using things like spreadsheets--things that they'll use in their science classes--in all sorts of different areas." -- Peter Knowles In fall of 1997 Peter participated in a grant-funded technology infusion project that brought seven Macintosh workstations, software, and many peripherals into his social studies classroom. In the 1998/99 school year he began teaching a journalism course, which brought another three Macs into the classroom. In the fall of 1998, a Columbia High School network was completed. Approximately 80% of the classrooms received at least one networked computer with Internet access. The school has a Mac lab with 15 Macintosh 5400s, available for students on a drop in basis or for classes to sign up. The library has an E-mate and three Windows laptops available for student check out. Additionally, the school has approximately 10 computers in a variety of locations throughout the facility, including 7 PCs running Windows 95. Several portable keyboards for word processing are available for student or class checkout. Knowing the technology skills of his new students helps Peter plan. He gives a survey to all students at the beginning of his courses. Computer Use Survey Arranging Spaces Peter's classroom is large and has two distinct work areas separated by a divider. The larger side contains a classroom area with individual desks that are regularly moved into clusters for large group work; the smaller area is arranged as mini-lab of seven networked computers and other peripherals.
	Room Maps View Graphic Map of Peter's Classroom Explore Panorama of Student Desk Area (requires QuickTime Plug-in) Explore Panorama of Mini-Lab Area (requires QuickTime Plug-in)
Using Space Effectively The divider is shown with computers arranged in the "lab space."	" . . . it works pretty well. I like the idea of having the wall that creates separate work spaces . . . the students working [at their desks] don't have the visual contact--the distraction--from the students working over in the computer area." --Peter Knowles
Monitoring	Peter has placed his desk strategically so that he can see into the computer area and the desk area at the same time. The two separate areas of the room, however, have created monitoring challenges. When his attention is on the classroom area, for example, students have loaded a game or listened to a music CD in the computer area. But Peter remains philosophical about his expectations.
Students using the tools at hand.	"One of the things we work on is trust . . . I don't think high school kids want or need to be watched every step of the way. I think the most important things we can teach them is a sense of purpose--what are you supposed to be doing--and, responsibility--actually doing it." -- Peter Knowles