Computer Lab vs. Classroom

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Computer Lab vs. Classroom Computers

Some educators seem to think that technology used properly must be deployed in one of two distinctive models. In many cases, the logistics and financial resources available to the schools have forced a choice. You can only afford to have a small number of computers so you choose to concentrate them in a single room and the "fairness" of equity of availability is touted as the justification for putting the resources in a single room. Labs bring on problems of ownership of lab management issues. If everybody gets to use the lab, who is responsible for maintaining the equipment? Who is responsible for loading/reloading software when needed? How do you provide a schedule of lab use across the school?

Reasons to Have a Computer Lab Reasons Not to Have a Computer Lab

A lab is the only efficient way to have a group of people working on computers under the supervision/direction of a single individual. This includes staff development for the faculty. Labs and their schedules often do not match the timing of a classroom. "Let’s stop what we are doing because it’s our turn to visit the lab."

A lab is easier to maintain than an equal number of computers distributed in a large building. Maintaining working equipment is essential to their use by the faculty. The maintenance hassle often provides the motivation of ALL users to become literate. Labs often foster the attitude of "it’s not my problem so I’ll wait until somebody fixes it."

A lab is easier to support with staff development activities by a focus on a few staff members and let them show others as they are ready to use the lab. A gradual approach isn’t as demanding on staff development funds or time. However, staff development focused on a few may delay the point in time when ALL faculty are technologically literate and use technology appropriately. If I have a computer that is "mine", I have to learn how to use it and maintain it.

A lab will appeal to the equity issues. A schedule can be managed with provides equal access to all classes. Schedules often are hassles. Who maintains schedule and what about the frequency of simultaneous need of the lab by the faculty?

Reasons to Have Classroom Computers Reasons Not to Have Classroom Computers

No loss of instructional time is given to walking groups to/from the lab. This generally minimizes discipline and prevents breaking the instructional continuity. A staff member who is not ready to use computers will simply allow the computer to sit in the corner while someone else on the staff could be making good use of the expensive equipment.

Classroom computers foster the need for EACH professional having a computer in his/her space having to begin the process of learning to use technology appropriately. Training an entire staff or a large group of individuals is expensive with respect to time. Substitute pay isn’t cheap and can you afford to pull that many teachers from students to give them adequate training?

Spontaneous computer use is more likely as instructional moments arise where technology will add to the learning activity. Distributed computers require software distribution too. This means more funds, more training, and more opportunities for someone to have a non-working computer they can’t bring back up.

Small group activities are more likely when 2-3 students can collaborate around a computer workstation. Teachers who are not trained and experienced in handling small groups will find classroom management issues and discipline to be difficult.

Classroom computers bring the technology to the point of instruction. That is, technology can be accessed within moments if it is available. Software libraries that are as flexible as needed imply each teacher is involved in the selection, is trained, and equipment is in working order. These three goals almost never occur in schools.

Perhaps its time to admit that the classroom computer model AND the lab model are instructionally sound ways to deploy equipment. Having both models in a school is clearly to be desired. The real question is not should you have both, but can you afford both? If your funds (and space) do not allow you to have both initially, then which model should you choose as your initial model?


Reasons to Have a Computer Lab	Reasons Not to Have a Computer Lab
A lab is the only efficient way to have a group of people working on computers under the supervision/direction of a single individual. This includes staff development for the faculty.	Labs and their schedules often do not match the timing of a classroom. "Let’s stop what we are doing because it’s our turn to visit the lab."
A lab is easier to maintain than an equal number of computers distributed in a large building. Maintaining working equipment is essential to their use by the faculty.	The maintenance hassle often provides the motivation of ALL users to become literate. Labs often foster the attitude of "it’s not my problem so I’ll wait until somebody fixes it."
A lab is easier to support with staff development activities by a focus on a few staff members and let them show others as they are ready to use the lab. A gradual approach isn’t as demanding on staff development funds or time.	However, staff development focused on a few may delay the point in time when ALL faculty are technologically literate and use technology appropriately. If I have a computer that is "mine", I have to learn how to use it and maintain it.
A lab will appeal to the equity issues. A schedule can be managed with provides equal access to all classes.	Schedules often are hassles. Who maintains schedule and what about the frequency of simultaneous need of the lab by the faculty?


Reasons to Have Classroom Computers	Reasons Not to Have Classroom Computers
No loss of instructional time is given to walking groups to/from the lab. This generally minimizes discipline and prevents breaking the instructional continuity.	A staff member who is not ready to use computers will simply allow the computer to sit in the corner while someone else on the staff could be making good use of the expensive equipment.
Classroom computers foster the need for EACH professional having a computer in his/her space having to begin the process of learning to use technology appropriately.	Training an entire staff or a large group of individuals is expensive with respect to time. Substitute pay isn’t cheap and can you afford to pull that many teachers from students to give them adequate training?
Spontaneous computer use is more likely as instructional moments arise where technology will add to the learning activity.	Distributed computers require software distribution too. This means more funds, more training, and more opportunities for someone to have a non-working computer they can’t bring back up.
Small group activities are more likely when 2-3 students can collaborate around a computer workstation.	Teachers who are not trained and experienced in handling small groups will find classroom management issues and discipline to be difficult.
Classroom computers bring the technology to the point of instruction. That is, technology can be accessed within moments if it is available.	Software libraries that are as flexible as needed imply each teacher is involved in the selection, is trained, and equipment is in working order. These three goals almost never occur in schools.