Comp Classes For Beginners
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The document summarizes the history and evolution of computer classes for beginners offered at the Salem-South Lyon District Library. It describes how the classes started with 6 laptops and wired internet in 1998 and have since expanded to include "lab" computers on carts with full keyboards, mice, and WiFi access. It also details mistakes made early on like using small laptops without mice and teaching too many concepts at once. The classes now focus on easing fears, teaching one concept at a time, and relating tasks to familiar ideas. Various class topics and levels are outlined, and the document concludes that the computer classes have improved patrons' skills, relationships with the library, and respect for librarians.
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![Computer Classes for Beginners Salem-South Lyon District Library 9800 Pontiac Trial South Lyon, MI 48178 (248) 437-6431 www.ssldl.info Holly Hibner โ Reference Librarian [email_address] Mary Kelly โ Reference Librarian [email_address]](https://image.slidesharecdn.com/compclassesforbeginners-090416220730-phpapp01/85/Comp-Classes-For-Beginners-1-320.jpg)
![Why teach computers to beginners? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document summarizes different perspectives on communication technology use in schools:
The Resistor ignores technological advances and believes communication worked better in the past using face-to-face, phone or written notes. The Dabbler uses some technologies but struggles to keep up and incorporate all available options. The Avant-Garde adopts cutting-edge technologies and believes it improves relations.
Most students have internet-connected smartphones and tablets, using mobile devices for research. Teachers note technologies may discourage using a variety of resources. Schools set up internal email systems to avoid viruses and inappropriate messages. Acceptable use policies govern appropriate technology and information use to protect users. Distance learning and smart boards integrate digital tools into instruction.
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The document summarizes different perspectives on communication technology use in schools:
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2) "The Dabbler" uses some tech but struggles to incorporate all available tools.
3) "The Avant-Garde" stays up-to-date on new tech and believes it improves relations.
It then provides statistics on student device access and email usage, and discusses using email for external and internal school communication, noting to proceed cautiously and establish etiquette and security policies. It concludes with examples of using technology for instructional purposes like distance learning and interactive whiteboards.
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