PRESENTED BY KILA O’NEILL TECHNOLOGY AND THE STUDENT-CENTERED CLASSROOM

Difference Between Teacher and Student-Centered Learning TEACHER-CENTEREDSTUDENT-CENTERED Knowledge is given by teacherKnowledge is constructed by students using open-ended learning Students passively receive informationStudents 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 answersEmphasis is on constructing better questions and learning from errors Most often single discipline focusedCompatible 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 learnersBoth 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 content Specify Objectives Matching objectives with computer functions Computer Functions Based on the students’ world Specify Problem How data is gathered and what to do with it Research and Analysis Choosing a product format to present results Results 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 results Activities After Computer Use Can be based on single, multiple or interdisciplinary lessons Supporting 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 2 nd Grade Online Mapping- Lessons using students addresses 5 th 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 change Limited time for teacher training Lack of technical support Not 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 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 21 st Century (4 th 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),