As many teachers have found, teaching in the computer lab is very different from teaching in the general classroom. The following hints can be applied to both the computer lab and in your normal classroom.

"Less is More"
As with all teaching, teach information in bits. Providing too much information at once often overloads students and causes them to "tune out". By slowing down your teaching pace and teaching a little at once, your students will be able to absorb and apply more of the information that you are presenting to them.  Controlling your pacing in the computer lab also helps when you have a class of varied experience levels. Above all else, remember to give the students plenty of time to work!

"Ask3B4Me"
Students always have problems that they want reassurance on. The theory behind Ask3b4me is rooted in problem solving and group support. The idea is that when students have a problem, they should ask at least 3 other students sitting nearby them for assistance before seeking help from the teacher. By doing this, students booster their confidence and self esteem as well as learning social interaction skills.

Plan for the Worst
Nothing is ever foolproof. Computers sometimes go down or break. So make sure that you always have hard copies of your lectures and backup plans if your class won't be able to use the computers at all that day. One policy that you need to remember is that some of your students may not be able to use computers due to parental choices. Make sure that you have alternative plans for these students.

Teaching One-on-One
When working with a student one-on-one, try not to simply take a hold of the mouse and do it for them. Even though it may seem much faster, your students will learn better if they have to do it themselves. When working over something that you have previously introduced in a class, try asking your student to walk through it themselves. Or ask questions to direct them to the right location. For instance, "Do you remember when we talked about it in class where copy was located at?" Having them think through what they are doing rather than just having you point out the answer will help them develop problem solving skills as well as helping them to remember where something is.

Younger Vs Older Students
Younger students typically are more adventurous when learning on the computer. They fearlessly delve into whatever program you ask them to use and often want to know how to do something before you get to it.

In contrast, older students tend to be more leery of computers. They often fear that they will break something and so will either wait for more instructions or ask questions before progressing onward.

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There are a number of books on the market which will describe how to set up your computer lab, but most focus on how to maximize the number of computers that can fit into one room. Very few books or articles ever discuss how to effectively design your computer lab which facilitate student learning. Although there is no definitive answer to how to set up your lab for teaching, there are some basic concepts that should be considered when designing a computer lab for your school.

Lighting
Have the option of being able to turn off some of the lights in the lab while leaving on smaller lights or only a few lights on. The partial darkness will make a computer projector easier to see from the back of your room while the light will aid both you and your students. Complete darkness makes it difficult for your students to keep focused on you and also makes it difficult for them to take notes on what you are teaching. So by keeping some lights it helps you to see your students and gauge their understanding of the material while the students can see their papers to take notes.

Line of Sight
One of the biggest problems in current labs is that they are designed for maximum number of computers rather than facilitating learning. If you plan on lecturing in a computer lab, make sure that you design your computer lab so that students will be able to see you while your talking. A few of the designs that I have seen in current schools are:

A. Maximum Computer: Computer rows all facing front. This design is typically for computer labs where students will be expected to work independently. Although all of the computers are facing the same direction, it is often difficult for students in the back of the classroom to see what is going on in the front of the lab. This design is also very distracting to students farther in the back because they have to look through all of the other screens between where they are sitting and the front of the room. A simple solution to this is to have them turn off their screens when you are trying to teach.
B. Teacher Centered Rings: Central focus is the teacher area with a teaching screen, or projector. When a teacher is lecturing with a computer projector, all of the students must turn around to face him/her. This design lets the teacher see the student's screen and allows an easy line of sight from the student to the teacher when the second row of computers is slightly raised from the first level. The disadvantage to this design is if you want to walk step by step through a project. The students are then forced to constantly turn back and forth between the teacher and their computer.
C.Teacher Centered Rings Enhanced: Much the same as the teacher centered design except for supplemental screens are placed in the corners of the room. This allows the student to see what the teacher is doing even though they are facing away from the teacher. Added speakers also allow audio to be carried easily to all corners of the computer lab so that all students can clearly hear instructions.
D. Teacher Centered Rows: This design is interactive for both teachers and students. It allows students to work in groups as well as allowing the teacher to lecture from some point in the room with a projector. Although the teacher cannot see the students' screens, it is easy to see if students are paying attention in smaller classrooms. Depending on where the teaching area is located, screen distraction will still a problem for students in some areas of the classroom. Therefore switching off screens or using screen locks is recommended.
E. Student Collaborative: This allows students to see each other as well as see the teacher. I have not personally seen this particular design implemented though I have heard about it from other teachers. Remember that if your students can see each other across rows, it may be more difficult to manage, but if you set up rules at the beginning of the year you may be able to eliminate most of the problems. Again, students may have screen distraction.

Student Help
Have a structure step up so that students can notify the teacher when they need help. For instance, I have seen labs where they have small flags on their computers. So when a student needs the teacher's help, instead of running up to the teacher or yelling across the lab at the top of their lungs, the student can put up a flag. When the teacher sees that the flag is up, he/she can then progress through the lab helping the students.

Computer Lab Policies
Make sure to clearly post all of your computer polices, such as no food or drink, in your computer lab. Posters on the wall are often good reminders for your students and make it easy to refer to in case of problems.

Student Computer Tips
To help make using computers easier for your students, try putting up shortcuts in poster format along the wall. Refer to them in your teaching so that students will learn to use them when they have problems.

Noise Control
Computer make a lot of noise! The more computers you have in a single lab, the more noise your going to have to deal with. You can either 1) increase your voice volume or 2) design your lab with audio speakers. Having audio speakers in your classroom can also help students who have hearing problems.

For schools with single computer rooms:

• Ideas for One Computer Classroom: tips for dealing with students when you only have one computer in your classroom.
• TIES information sources for working in a One Computer Classroom.

The very worst models of teaching in a computer lab is a lab full of computers which all face the front of the room where the teacher is trying to speak. If you're school is designed this way, I strongly suggest using the back of the room instead of the front. By doing this, students must turn away from both their own computer screens and they will not be distracted by looking at anyone else's screen. This also makes it easier for a teacher to determine who is or isn't paying attention.

If all else fails and you need to remain at the front a computer lab which is designed this way, have the students turn off their screens (not their computers!) while you're discussing the project.

Vision Problems
Be aware of special considerations for students with vision problems. There are two ways to solve these problems: 1) Ask the students to sit closer to where you are lecturing at or 2) Allow students to sit in a location which will be unobtrusive to other students (such as in the back of a maximum lab) and allow them to follow along on their computers.  

Noise
When you are speaking in a computer lab it is also important that you speak louder than you normally would. Computers make a lot of "white" noise which you normally tune out but it increases the difficulties of hearing in larger labs.

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Teachers often feel that if their students are roaming around then they've lost control of the classroom. But, consider this: students who may already know how to use the computer can be a great asset in the lab. If they are allowed to circulate within the classroom, they can help other students who are having trouble with their assignments. Some schools even give computer literate students special "Lab Assistant" badges so that teachers will know who can help them with specific software.

If you are working with an older group of students, consider the informal and relaxing environment that you can create by allowing your students to roam around the computer lab and interact with other students. Such an environment allows students to expand and share creative ideas beyond what they might learn individually from the project. Some research has found that: "In this kind of informal atmosphere . . . the dynamics of boy / girl interactions can cause problems if the teacher does not establish clear guidelines and rules for behavior".(1) Typically, these problems appear as a form of unintentional or intentional sexism in the lab. For example, males may make fun of female students for having difficulty using certain equipment. Or, male students, knowingly or subconsciously, may take control of the computer. This can be solved by clearly setting down rules before entering the classroom as to classroom behavior. Also, by watching students so can soon come to recognize such sexist behaviors before they become problems.

Helping Signals
Outside of using students or assistants in your computer lab, you can also use some sort of system which will allow you to know if a student is having difficulties and needs help. For instance, you could use small colored flags or cups which the student can place on the top of their computer. This helps keep students in their seats and allows you to help the students who are having trouble.

Behavior Problems?
If you are having difficulties when you are teaching in the computer lab, consider the pacing of your teaching. How fast are you going? If you are working on a new program which the students haven't used before, try letting a student use the mouse as you demonstrate the actions. This student will act as a springboard for any problems students might have in understanding your directions about the program.

Do your students seem to be idle between teaching sections? This idleness is what often leads to behavior problems.Try giving students alternative things to do if they've finished early, such as looking on the internet or working on a specific program. Or, allow them to circulate through the classroom helping other students since they have already completed the assignment.

Students Distracted?
Perhaps you're in a computer lab in which you can't see the students screens and you feel that your students aren't paying attention to your lesson. If your system is networked (see your school administrator to find out), one alternative to create a screen lock. A screen lock allows you to take control of all of the computers in the lab and either 1) have them show what you are lecturing at the front or 2) lock the students computer screens so they can't use either their mouse or their keyboard. One warning about using this method. At first your students will be very startled and believe that their computers are broken and it will take them awhile to get used to the idea. So, if you plan on using this method make sure that you use it on a consistent basis.

Additional Resources for lab management:

• Tips for Classroom Management: tips for using tech for management in the classroom with many or even just one computer. Also, information dealing with assistive technology for students with disabilities.

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Cooperation with younger students can sometimes be very difficult especially when working on a group project around just one computer. Students need to understand the social skills they need to focus on and how to work together to complete a project.  This is a short list of some hints I've received from teacher's that I've been working with.

• Create specific roles in the cooperative group and have the students rotate roles throughout the project.
• Have students work on supporting their group members.
• If you have students which have dominant personalities, group them together. You may find that they work more cooperatively this way rather than taking control in mixed groups.
• To optimize learning, group students of mixed ability (heterogeneous grouping). It allows the more "expert" students to help the students having more difficulty and increases the self esteem of both students. But, keep an eye on your students to make sure that the "expert" students aren't simply just taking over and doing all the work for the rest of their group members. If this happens, try regrouping y our students or else resentment can build between members of the group.
• Warning for Gender Mixing groups: I wanted to put a special note in here for teachers about this topic. It has been  hotly debated, but my observations and almost all of the research I have read on the topic indicates that if groups are gender mixed, the males typically take control of the group and the females become the "recorder" rather than active participant. Often this decreases the female student's confidence in the topic being learned. I don't recommend that you keep your groups strictly gender divided in all activities, but I do suggest that you attempt this activity at least once with your class. You may find the results positive on both learning and student confidence. For more information on gender issues in computers see Electronic Games for Education in Math and
  Science (EGEMS), Gender Issues in Math and Technology, Building Their Future: Girls and Technology Education, and GenTech.

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