Jo Dixon-Trifonov, Southampton City College
1. Copy the text and fill in the gaps with words for parts of the body.
It is a good idea to take a break away from the computer during your lesson. Using computers for a long time without a break is bad for your health.
When you look at the screen, you do not blink as much as you normally do. Your _______ can become dry and tired.
When you sit at the computer for a long time, your ______ may get stiff. Get up and walk around to stretch them.
Sit up straight and use a chair that supports your _______.
Using a mouse and keyboard can make your ________ hurt. Stretch them every now and then.
2. Can you think of any more good tips for computer health and safety? Try to write two more sentences of your own.
3. You can practise reading and spelling more words for parts of the body on the Internet on one of these web sites:
http://doug-j.org/body1/body1-intro.html http://doug-j.org/body2/intro.html
http://www.geocities.com/tereza_neves/human_body.htm
Security
The security of transporting and storing expensive equipment is crucial. From working out the logistics of simultaneously carrying equipment, records and materials from organisation to car and back again, to potential threats against staff and equipment, security issues need to be carefully thought through.
Consider the following: ■ Insurance:
• Make sure that you are covered when laptops are locked away, used at venues and when in transit.
• Insurers are also very rigid about equipment not being left unattended, even in a locked car.
• Some institutions require staff to ensure that their vehicles are covered for business use; there may be an incremental cost to consider.
• Outreach tutors may be tempted to keep equipment at home overnight; you may need to check that this would not invalidate your own home insurance.
■ Security when not in use:
• Have secure and alarmed units to store equipment in when not in use. • Security marking or tagging the laptops is good practice.
■ Security when in use:
• Use mobile locks to attach equipment to tables or fixed furniture. • Do not display equipment in windows etc during transportation.
• Ensure that there are adequate numbers of staff and volunteers while computers are in use, and that staff co-ordinate moves with each other whilst computers are in use.
• Use of mobile phones to contact other staff/police can be an added security measure.
Wireless Outreach Network
The DfES provided funding for a new initiative that has provided networks of wireless laptop computers for use in increasing access to learning. This is known as the Wireless Outreach Network (WON) and July 2002 saw the start of this new initiative.
As part of the Wireless Outreach Network, Making IT Accessible (MITA) is being
developed. This is a virtual conference and networking area for participants to use. MITA is being developed to establish ways of networking and collaborating with colleagues, asking questions and sharing information and best practice. Further information about WON, MITA and evaluations of WON can be found at http://www.niace.org.uk The Pathfinder project evaluating the use of wireless laptops in the community can be found at www.talent.ac.uk
Technical issues
Ideally, a support technician should be available for support and advice, and for diagnosis, maintenance and repairs of any problems. Some of the following will be of use to outreach workers in the field, who will not have immediate access to technical support. They should:
■ know how and under what circumstances to shut down/restart laptops manually ■ know how to change and add paper, shake (!) and replace the ink cartridge and
change the fuse in the printer ■ know how to install CDs
■ know how to use the accessibility options and make the screen icons larger ■ know how to use the control panel, e.g. to change the way the appearance and
action of the cursor, taking account of your organisation’s policy on access to settings ■ know how to remove the laptop battery
■ make sure they and their learners know how to insert and remove the mouse correctly or consider whether a touchpad will do the job
■ be aware that if you have decided to network laptops to share a single telephone line using a product such as Ishare, response may be slow and this can be a barrier to learners in terms of frustration and risks not making the link between cause and effect
■ know that auditory learners may be hampered by sound from other learners’ laptops, and consider using headphones with integral microphones.
This section is based on the structure and outcomes of the NIACE/BSA training around using laptops in the community and the clear need for more support and guidance for using laptops to teach basic skills, particularly in the development and use of resources. It is organised in three parts: