1. Student-Centered Learning
Jennifer Anderson
University of Phoenix
TECH 507

2. What do your students experience in your classroom?
Teacher-Centered Learning
Direct teaching (ie. Lecture)
Teacher controlled environment
Passive learning
__________________________________________________________________
Student-Centered Learning
Student independent learning
Students collaborate with each other
Creativity is encouraged
Students are responsible for their learning
Students are actively engaged
I will ask the teachers these questions to help them reflect on their style of teaching:
On a scale of one to ten, how much control would you say you have of your student’s learning environment? Would your students say the same?
When is your learning environment more teacher centered? When is it more student centered?
Briefly discuss with the person next to you about your current teaching style and what you would like to change, if anything?
(Baugher, 2013)

3. Technology integration can create a student-centered learning environment.
Imaging technology such as videos, interactive white boards, and document cameras can make learning interactive and more visual for students.
Desktop and lap top computers can be used for independent and group research projects. They can also be used to create presentations and communicate with others through and Skype and other communication applications.
At this point, I will discuss a few of the technology devices found in classrooms, and give examples of their application in the classroom.
Imaging technology- Students can become more engaged if information is presented visually. Furthermore, with the use of devices, such as interactive white boards and document cameras, students can demonstate their learning in front of the class.
Desktop and lap top computers can be used in project based learning. Computers can be used as a tool to conduct research, watch videos and tutorials, as well as a tool for creativity and production. The emphasis will be on how to use the computer as a tool to solve a problem. I will ask teachers to offer ideas on how to use the computer as a tool.
Display technology is a way for students to answer questions and for the teacher to be able to evaluate understanding. This technology can be used for quick assessments, or even assessments during a lesson so that the teacher can adjust the lesson to fit the students’ needs.
Display technology, such as clickers, can be used for instant student feedback, so that teachers can assess understanding
(Roblyer and Doering, 2012)

4. What is the role of the teacher in this environment?
A student-centered learning environment uses technology as a tool to understand core content through:
Inquiry-based learning: The teacher is a facilitator. The student is a researcher. Students use technology to solve real world problems, that allow for multiple answers.
Project-based learning: Students take control of their learning through exploration and experimentation.
Collaborative learning: Students depend on each other to work through a group task. They learn responsibility, social and leadership skills.
What is the role of the teacher in this environment?
The teacher is an observer, a facilitator, and a designer of tasks and projects that allow for student-centered learning and use of technology.
(Morrison and Lowther, 2010)
During this slide, I will discuss the three types of learning which will help students gain the 21st century skills they need to be successful adults. At the end of the slide I will emphasize that the teacher is a designer, which will lead to my next slide on a design that can be used to integrate technology- the NTeQ model.

5. Creating a Student-Centered Learning Environment Using the
Integrating Technology for inQuiry (INTeQ) Model
10 Steps to a NTeQ lesson:
Objectives are stated (based upon standards).
The functions of technology will be decided upon. How will technology be used as a tool?
Students are presented with a real world problem.
Students research and evaluate their findings.
Students present their results.
Students engage in activities in the midst of technology.
The teacher has activities prior to using computers.
Students complete activities after computer use.
The teacher designs activities that will support the lesson.
There is a final assessment of learning.
I will read the ten steps. Then, I will stress that although this model seems intimidating with ten steps, it can be used with a lesson they already have; just adjusted. Teachers can take a lesson they already teach and adapt it to fit this lesson plan. The NTeQ is just one model to use in creating lessons that will be student-centered and integrate technology.
(Morrison and Lowther, 2010)

6. Standards can be found at: www.iste.org
Student-centered teaching meets the National Educational Technology Standards
Standards can be found at:
The standards state that students are to use technology to:
Be creative Communicate Collaborate Research
Problem solve Critically think Make decisions
Be a responsible and ethical digital citizen
Know how to operate and use technology
When you address these concepts of the NETS, you are allowing students to take control of their learning and helping them gain 21st century skills.
This slide is just an overview of the NETS. I will give the teachers an index card which has the website address for the student and teacher standards at the end of the presentation. I will tell teachers that these words on the slide, are part of the standards. These words also characteristics of student-centered learning. Therefore, the NETS encourage the use of this method of learning.
(“ISTE Standards”, 2012)

7. Examples of NETS in a student-centered classroom.
Students are video-conferencing with another student of a different school.
Standard 2: 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.” (ISTE Standards, 2012)
Students study a computer simulation of osmosis.
Standard 1: Creativity and innovation 1.c.
“Students use models and simulations to explore
complex systems and issues.” (ISTE Standards, 2012)
These are two examples of students using technology to meet the NETS. Students use technology as a tool for collaboration, communication and learning new concepts.

8. What are some potential problems we may have with the
integration of technology?
Challenges for a small rural school district include:
We need professional development to learn ways to use technology. For example, learning about different applications, software, internet sites, troubleshooting, etc.
We need a higher speed internet and bandwidth to support the widespread use of technology and to use applications such as video-conferencing.
We lack full-time technical support to solve hardware and software problems. We currently only have a technology specialist come to the schools once a week.
Teachers are comfortable using traditional teaching methods, and don’t feel that student-centered learning is more effective.
Little funding is available to purchase technology.
Does our rural culture support this type of learning?
This slide is specific to my school district. After sharing this slide, I will have teachers think of any other barriers to using technology in their classroom. They will tell a partner which problem they can relate with the most at this time.
(Howley, Wood, & Hough, 2011)

9. Solutions! The district can offer more professional development or
advertise when courses are offered elsewhere.
Teachers can visit schools with student-centered technology
integrated classes to see how to use technology in creative ways.
Receive more funding for technology through grants, fundraisers, bonds or partnering with colleges and businesses.
Educate teachers about student-centered learning, the technology standards, and the benefits of using technology to teach 21st century skills.
Teachers who are comfortable with technology can mentor and help other teachers who are not as comfortable and/or competent using technology.
Create a school culture where technology use is valued and used appropriately.
In this slide, I want to create a positive attitude towards student-centered learning with technology integration. I want teachers to know that the problems are not roadblocks if there are solutions that can be tried. These are solutions that are realistic in this community.

10. What are the conditions most applicable to classroom use?
Reminder about Copyright Laws and Fair Use Guidelines
Fair use is the ability to use copyrighted materials under certain conditions without the copyright holder’s permission. (Hobbs, 2009)
What are the conditions most applicable to classroom use?
Your use of the material does not take away from the profit or value of the work.
For example: You cannot buy one workbook and then photocopy the pages for students in order to save money from buying consumable workbooks. This takes away profit from the material for the copyright holder. (DuBoff, 2007)
2. The use is for educational purposes and is not copied repeatedly or in its entirety.
For example, you can copy a poem from a book, but not a collection of poems.
3. You consider the intent of the material. Is it material that is supposed to be for sale?
For example, shareware software is supposed to be purchased after the trial period is used.
4. You do not profit or gain credit from someone else’s work.
For example, you use a graphic on your webpage that is not permitted for public use. Creative commons licenses should be checked to see if links or references need to be made.
At this point, I want to remind teachers that materials that engage students, such as visual aids, software, internet materials and curriculum may be copyrighted. If the intent is to use material for educational use and there is no profit gained or taken from the owner, than most often the use is allowable. Teachers need to take into account the nature of the material, their use of the material and teach students to give proper credit when it is due. Teachers need to educate students on the fair use issue as well, so that they do not use images or other media in their presentations in an unlawful manner.
(Morrison and Lowther, 2010)

11. References
Baugher, S.L. (2013). The courage to learn student-centered learning. Journal of Family and Consumer Science, 105(2), 3-4,70.
DuBoff, L.D. (2007). Copyright or fair use? Tech Trends, 51(2),
ISTE Standards. (2012). Retrieved from
Hobbs, R. (2009). The power of fair use for media literacy education. Afterimage, 37(2), 15.
Howley, A., Wood, L., & Hough, B. (2011). Rural elementary school teachers’ technology integration. Journal of Research in
Rural Education, 26(9), 1-13.
Morrison, G.R., & Lowther, D.L. (2010). Integrating computer technology into the classroom. Skills for the 21st century. (4th ed.).
Boston, MA: Allyn & Bacon.
Roblyer, M.D., & Doering, A.H. (2012). Integrating educational technology into teaching. (6th ed.). Boston, MA: Allyn & Bacon.