For example, the time between classes can be lengthy for teachers and students. Teachers need to spend a good deal of their computer periods reviewing content from previous lessons and exploring where to go next with the software and resources available. Students need time to rethink progress and directions and reinforce their skills with the hardware and software. Limited access interferes will all of these needs. It is difficult, even for adults, to start a project one week, stop working on it after less than fifty minutes, and then return to it a week later.
Continuity is essential to good lesson design and instruction.
Although possible solutions for this problem may lie in developing additional computer labs or placing computers in the classrooms, these solutions may not be feasible for many schools. Then let the next group of teachers do the same. Curriculum integration of the computer through word processing, data bases, hypermedia, desktop publishing, spreadsheets, on-line activities, etc. is easier to accomplish when instruction and practice are reinforced daily. Students working on keyboarding programs and computer programming also seem to profit from regular computer use. Perhaps different teachers or grade levels can schedule this part of their course at different times during the year.