6 - Effective Management of Computer Resources
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Regardless of how engaging or intimidating the use of computers is perceived at the outset - what will ultimately motivate learners and teachers to use these resources and to keep on using them is demonstrable progress towards the achievement of individual learning goals or outcomes. In order to ensure that computer-based resources are being used purposefully, here are four guiding principles for the effective management of computer software resources.

Teachers and learners need to have a clear idea of why they are using a piece of software. Knowing what you can hope to gain from a program will help motivate and focus the learner's attention. It will also make it possible to track results and identify progress. Ask the questions:

What learning will result directly or indirectly from use of this program?

How does that learning relate to the learner's overall learning plan?

How will that learning be demonstrated or evidenced?

Does this program have features that make it particularly useful for this learner because of a physical or learning disability or preferred learning style?

It is important to prepare the learner to use the program as independently as possible. If a learner requires constant support or troubleshooting, the program is likely too difficult or frustrating for them. Consider the following:

Have the learners been given a thorough introduction? Are they able to adjust their level, get out of an activity, or are they locked into a sequence?

Do they know how to navigate through the program or adjust settings?

Can they choose to browse or practice, or are they immediately being put into a test situation?

It is important that the learner's progress be monitored and related to their learning goals or outcomes. Too many unresolved technical problems can be very discouraging and result in disinterest in further use of computers. Ask yourself:

Do the learners need further training in how to use the program so they can manage some of their own troubleshooting?

Are the lesson plans and activities generated by the computer appropriate? Could I create or author more relevant lessons, or a greater variety of lessons?

Are the tracking and progress reports provided by the program read and explained to the learner?

Have the teacher-controlled settings been adjusted appropriately for this learner? (e.g. settings for feedback, time limits, giving hints, number of tries, scoring methods etc.) Should they be allowed to move ahead to the next level or do they need extra help learning a particular skill in order to move on?

How does the learning that goes on in the computer program relate to the learning that goes on in class or tutoring situations? Does the program have authoring capabilities that would allow the teacher to develop units or exercises more relevant or meaningful to the learner?

It is important that the learning that has resulted from using a computer program be acknowledged or valued either formally or informally. Whether a program is used for extra practice in a skill area, or for direct instruction, it is important to identify the benefits evident as a result of using it.

Does the learner value the time spent on this program? Do you as the teacher notice an improvement as a result of using the program and have you communicated this?

Are the computer generated progress reports kept in a portfolio or student record file?

Do post tests or documents produced on the computer (such as letters, reports) count towards a final grade or achievement of a learning outcome?

Are the basic computer skills developed as a result of the use of the program being tracked on a checklist, for example?

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