PRESENTED BY KILA O’NEILL
TECHNOLOGY AND THE STUDENT-CENTERED
CLASSROOM
Difference Between Teacher and Student-Centered Learning
TEACHER-CENTERED STUDENT-CENTERED
Knowledge is given by teacher Knowledge is constructed by students using open-ended
learning
Students passively receive information
Students are actively involved
Acquisition of knowledge outside the context where it will be used
Knowledge acquired and used in real-life contexts
Emphasis is on right answers Emphasis is on constructing better questions and learning from errors
Most often single discipline focused
Compatible with interdisciplinary approaches
Teacher evaluates and assesses learning often through scored
tests
Students and teacher evaluate together through a variety of
ways
Students are the learners Both teacher and students learn together
The NTeQ Model Philosophy-Five Key Elements
STUDENT
TEACHER
COMPUTER
LESSON
STANDARDS
The NTeQ Model for Planning a Technology Integration Lesson
• Inclusive of all the contentSpecify Objectives
• Matching objectives with computer functionsComputer Functions
• Based on the students’ worldSpecify Problem
• How data is gathered and what to do with itResearch and Analysis
• Choosing a product format to present resultsResults Presentation
• Identify computer activities and determine student grouping
Activities During Computer Use
• The work that needs to be completed before using the computer
Activities Before Computer Use
• Focus on exploring computer activity resultsActivities After Computer Use
• Can be based on single, multiple or interdisciplinary lessonsSupporting Activities
• Design of specific assessment strategies specific to lesson
Assessment
ISTE National Education Technology Standards
CREATIVITY AND INNOVATION
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology
COMMUNICATION AND COLLABORATION
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others
RESEARCH AND INFORMATION FLUENCY
Students apply digital tools to gather, evaluate, and use information
ISTE National Education Technology Standards
CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING
Students use critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources
DIGITAL CITIZENSHIP
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior
TECHNOLOGY OPERATIONS AND CONCEPTS
Students demonstrate a sound understanding of technology concepts, systems, and operations
Examples of Student-Centered Learning Lessons Using NETS-S
2nd Grade Online Mapping-Lessons using students
addresses
5th grade-Write a conservation plan with steps to deal with drought
Students use Google Maps to chart route to school. NETS-S: 1a, 3d, 4 b,c, 5, 6a,b
Students use National Geographic website household water use form for one week and compare to classmates NETS-S:1d, 3, 4a,b,c, 5, 6a
Students use Word to produce written directions. NETS-S: 1a,b, 5, 6a,b
Students collaboratively research a list of websites to list ways the community can conserve water and present. NETS-S: 1a,b,d, 2a,b,d, 3, 4, 5, 6a,b
In groups, find answers to a list of problems by surveying each other, enter data in EXCEL and present to class. NETS-S: 1a, 2a, 3, 4 b,c, 5, 6a,b,d
Students, in groups, use Glogster to create a multimedia PSA poster showing ways the community can save water. NETS-S: 1, 2, 5, 6
Students collect data, choose graph, to show mode of classmates transportation, present to class NETS-S: 1a,b,c 3, 4a,b,c, 5, 6a,b
Potential Problems with Integrating Technology in the Classroom
Teachers resistance to changeLimited time for teacher trainingLack of technical supportNot having appropriate and clear
technological goals set Not choosing the appropriate
software
Copyright and Fair Use
Copyright protects the author’s work from used by others or stolen
Fair use refers to the right in some circumstances to use copyright material without asking for permission or paying for it
The “Code of Best Practices in Fair Use for Media Literacy Education” outlines five principles for educators and students
Transformativeness refers to using copyrighted material and using it for a different purpose than that of the original
Students should also ask themselves if the material taken is appropriate in kind and amount
Fair Use Guidelines
With educational use, not more than one copy per student; 250 words or less in of a poem; a complete article or 2,500 words or less; excerpts of 500 to 1,000 words; one illustration per publication
In the classroom, copies may be used for only one course in the school
Same author copies may not exceed more than one article or two excerpts, or more than three from a collection of works
Multiple copying for one course is limited to a maximum of nine instances during the term
Copying may not be used to substitute for collections of works.
You may not copy “consumable” materials such as workbooks Students may not be charged for the copied material, other
than photocopying costs(Morrison & Lowther 2011)
References
1. Gahala, J. (2001). Critical issue: Promoting technology in the classroom. NCREL. Retrieved from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
2. Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses. Retrieved from
assessment.uconn.edu/TeacherCenteredVsLearningCenteredParadigms.pdf
3. Morrison, G.R. & Lowther, D.L. (2011). Integrating Computer Technology into the Classroom: Skills for the 21st
Century (4th ed.). Boston, MA: Allyn and Bacon.
4. Valenza, J. (2011). Opening gates: On celebrating creative commons and flexing the fair use muscle. Library Media Connection.
29(4), 30-32.
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