scheduling

Scheduling Ideas (Lab, Library Lab, Cow and Collaborative Projects/Support)
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 * Online sign-up (lab.woodward.edu) for Lab, Library Lab and COW
 * Kindergarten computer classes will be 30 minutes
 * Classroom parapro or teacher attends fixed weekly classes (during "5 week" period)

SAMPLE Computer Lab Schedule¹
===**¹**This sample just shows the **logic** of the schedule - actual scheduled class times will be a lot more sporadic. During the project schedule, teachers will work with the tech team to complete a curriculum-focused project during their grade-level week. They will not have scheduled computer classes.===

**Rationale for Computer Lab Schedule/Computer Classes at the New K-3**
Sequenced computer literacy instruction at the beginning of each nine-week period to enable developmentally appropriate introduction to basic technology concepts, skills and programs, tools and resources, with lessons planned as much as possible around academic content and themes. Each grade level will receive a planned sequence of 20 computer literacy lessons per year, ensuring that they leave the Primary School well-equipped with the foundational skills to use technology tools successfully and responsibly for communication, research, problem-solving and creative expression. Classroom teachers will collaborate with tech team to plan and implement a large scale project-based computer activity (different grade level each week, no regular classes). Each grade level will complete four of these “major” projects per year, ensuring that technology skills are employed meaningfully within the context of the academic curriculum.
 * Each Nine Weeks will consist of:**
 * 5-week period**
 * 4-week period**

Throughout the school year, any open lab periods will be available via online sign-up for individuals, small groups, or whole classes – teachers should coordinate with Beth Ann or Kim in cases where they will need collaborative or instructional support.

The goal of implementing this schedule is to ensure student technology literacy while moving away from “computer” as an isolated subject area. Successful 21st Century learning environments incorporate technology tools and resources as classroom-driven essentials for meaningful student learning. Learning outcomes, and not technology skills, should be the driving focus of school technology use. By participating more directly and frequently in the design and implementation of technology-based lessons and activities, classroom teachers will increase their comfort and expertise in this area – benefiting both themselves and their students.