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Arranging Classroom Facilities

There are two key environments to consider in planning, preparing for, and participating in teaching and learning activity on campus: the classroom, and the larger environment within which students will work outside of the classroom. The physical/logistical characteristics of these environments, convenience of access, and ease of utility will play a large part in determining what kinds of tools and strategies you can use effectively as a teacher.

Selecting a Room.
The physical layout, projection and playback possibilities, and internet access capabilities of your classroom can enhance or restrict opportunities for using both new and old technology tools for teaching. The physical configuration and fixed equipment in Carolina classrooms vary, so finding out what's available and requesting an appropriate classroom is an essential step in preparing to teach. Carolina is gradually equipping classrooms all over campus to accommodate a host of technologies that can be used as effective teaching tools. These classrooms are classified according to their technological capabilities. Once you are assigned a classroom for your course, a personal visit to that classroom well before you begin to teach is prudent.

Dealing with the Room You’re Actually Assigned.
Scheduling a room that will support the tools you want to use will make your life easier, but many technology tools can be brought into almost any classroom on campus. If you need an internet connection, you should schedule a classroom with one available, but most other technologies can be brought into your classroom by means of relatively portable equipment.

To assure that this portable technology will be available when and where you need it, you should make arrangements before the course begins. Supplies are limited.

Learning to Use the Classroom.
Training in how to use both the fixed classroom equipment and technologies as well as the equipment that can be brought into your class is readily available. Help is also available when things in a multimedia classroom go awry. However, reserving a classroom and learning how to use what’s in it are two different tasks that you should attend to well before the first day of class.

Arranging for Facilities Students Can Use.
Most teachers also ask students to participate in learning activities outside the classroom that supplement or complement classroom teaching. Such activities are often dependent on students' ability to acquire access to information and software tools. The campus environment within which these resources are provided and maintained, such as the campus or departmental computer labs, is another factor that needs to be addressed.

If you rely on technological tools as part of your student preparation or for teaching-learning strategies outside of class, be sure you make the necessary notifications and arrangements with on-campus resources for using these tools. Before you assign a problem that requires a specific software program to solve, be sure the latest version of that program is available to your students. If you’re planning on students accessing video from your web site, be sure the appropriate plug-ins or playback packages are available on lab computers around campus, or on students’ machines. Remember that resource capabilities and accessibility (hardware and operating system technical specifications, software versions available, hours of lab operation, etc.) will differ among students and among UNC facilities.

Glossary of Related Terms.

CCI
Classroom and lab scheduling
Equipment loan
Multimedia classrooms
Projectors

next section: Communicating with Students

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