1. Information Technology in Support of Student-Centered Learning

2. In this lesson, we will know how a teacher can expand his/her options to make it more effective and relevant in the 21st millennium information age. In particular, the lesson focuses on the student-centered learning approach and teacher-centered learning approach in the classroom. In this case, an essential question goes, how can a teacher manage the classroom?

3. Objectives: At the end of the lesson, the students will be able to: a
Objectives: At the end of the lesson, the students will be able to: a. develop prior knowledge about traditional classroom b. know student-centered learning classroom c. identify the new school classroom environment

4. Traditional Classroom
It is a learning room with desks in rows and a teacher in front. This room is usually overcrowded with students and one teacher. The mode of teaching in this class is generalized and does not focus on individual performance.

5. Traditional Classroom Characteristics
Face to face lectures
Student presence and participation
A professional of a learning institution delivers lectures
on set topics, often with students facing his/her.
A student that are physically present within the
place of learning, as opposed to contributing and
receiving instructions through discussion.

6. Limited student-to-student interaction
Routine
The set pattern of seating, students sitting at desks or tables, in rows, and the teacher sitting or standing in the front of the class.
Traditional classrooms tend to operate within the boundaries
of a fixed routine. At certain points of
the day or class, a set schedule of
events will take place in a traditional classroom.

7. Student-centered Classroom
John Dewey a traditional learning as a process in which the teacher pours information to student learners, much like pouring water from the jug into cups.
Students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning that is authentic, holistic, and challenging.

8. Critical Attributes of a Student-Centered Classroom
Construction
Metacognition
Educator/Student
partnership in learning
Collaborative learning
Meaningful assessment in real-world contexts
Construction of learning
Metacognition
Armed with the knowledge of student’ previous understanding
of concepts , student-centered teachers create students that
allow students to make connections to new ideas.
In order for the students to be metacognitive
they must know how and know the need
to think about their thinking.

9. Critical Attributes of a Student-Centered Classroom
Construction
Metacognition
Educator/Student
partnership in learning
Collaborative learning
Meaningful assessment in real-world contexts
Collaborative learning
Educator/student partnership in learning
Authentic assessment
When students are engaged in activities that result
in authentic and challenging applications, they are more
highly motivated to learn. A combination of real-world
assessment and the attributes of assessment for learning
provide student-centered classroom teachers with the challenge
of moving away from paper and pencil exams.
The classroom teacher must possess a deep understanding
of the developmental characteristics of their students as
well as how learn to be an effective
partner in the learning process.
Teachers who rely exclusively on lecture are missing
an important brain-based principle: people are social and
the brain in a social environment. New meanings
comes through social interaction, so the connection between
students is important.

10. Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in these developed economies have also adopted the support of ICTs.
In industrialized societies we find knowledge-based economics in which workers depend on information that can be accessed through information and communication technologies (ICTs).

11. The new school classroom environment is characterized by student individually or in groups:
performing computer word processing for the text/graph
preparing power-point presentation
searching for information on the internet
brainstorming on ideas, problems and project plans as
needed, the teacher facilitating instruction and individualized instruction

12. Teachers may have different kinds of techniques, activities and approaches in teaching their students. Learners may lead to the ICTs to be able to search for mor informations.

13. References: Educational technology2, by Paz I. Lucido, Ph.D.
classroom.html

14.  The End 

15. Group 2 Borbon, Ruelyn S. Calipsan, Mia Cris Conlas, Christine L.
Moranta, Mae Frits F.