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Teaching in the Twenty First Century Focus is on mastery of subject specific standards set nationally / statewide / locally as measured by standardized tests. ISTEISTE NETS provide a framework for educators to use when teaching skills needed for the Digital Age. Two pedagogical approaches for class activities: teacher-centered – popular in Industrial Age student-centered – more appropriate for Digital Age (Newmann, Bryk, & Nagaoka, 2001)

Teacher-Centered Learning Focus on fact memorization and ability to recall information on standardized tests Teacher decides information to present via lecture, textbook material, or directed reading assignments. Little student collaboration / input into activity design.

Student-Centered Learning Activities focused on problem solving Students formulate or consider problems Students decide what information is needed and how to obtain it Students analyze information and propose solutions Students develop social skills work collaboratively

Developing Student-Centered Learning Environments using Technology I. Learn basic functions of Computer Applications Word Processing (edit & format text and columns; create outlines, generate tables; insert graphs Spreadsheets (perform calculations, sort data, create graphs / charts) Graphic Organizers (insert graphics, video, audio files; generate outlines from concept maps; create links

Developing Student-Centered Learning Environments using Technology II. Learn how to integrate student use of basic computer functions into lessons Match course objectives with computer functions Trial run class activity using targeted application

Developing Student-Centered Learning Environments using Technology III. Teacher to assume role of facilitator Inquiry Based Learning Problem-Based Learning Project-Based Learning

Developing Student-Centered Learning Environments using Technology IV. Teacher creates a classroom with computer management plan to include Pre Computer Activities Teach / model the application ; share output rubric At Computer Activities Process and manipulate information to enhance understanding (Gardner, 1991) Reconcile observations with knowledge base (Savery & Duffy 1995) Post Computer Activities Share findings with others and evaluate own information (Festinger, 1957)

Developing Student-Centered Learning Environments using Technology V. Develop trouble shooting plans Potential Equipment / Connectivity issues Lack of student technology skills

References Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. Morrison, G. R. & Lowther, D. L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century, 4 ed: Allyn & Bacon. Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence? Consortium on Chicago School Research. [Online]. Available at chicago.org/publications/pdfs/p0a02.pdf. Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 45, 31– 38.