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.