NTEQ PHILOSOPHY
              VS.
   TRADITIONAL CLASSROOM
                 Mona McCarty
                  CMP 540
       ...
Introduction
   The NTeQ Philosophy uses technology and student
    centered learning to deliver learning experiences. Th...
Differences and similarities
    Traditional vs. NTeQ classroom
                             Differences
Traditional
 lea...
Differences and similarities

                  Similarities

   environments are conducive to learning
   classroom man...
Teacher
                  Both                                       Traditional
   Teacher determines appropriate
    me...
Student
                      Both                                          Traditional
   Students expected to meet obje...
Computer
          NTeQ                       Traditional Classroom
   Is used as a tool –           Used primarily for ...
Lessons
           NTeQ                       Traditional Classroom
   Lessons are designed to         Lessons are desig...
Environment

                                            Traditional
NTeQ
                                            Te...
Conclusion
   There are several differences between the NTeQ philosophy and the
    traditional method of education.
   ...
References
Morrison, G.R.. Lowther, D.L., DeMeulle, L. (In Press) Integrating
  computer technology into the classroom. Re...
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N Te Q vs% Traditional

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This is a presentation about the differences between the NTeQ Model and the traditional classroom setting.

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N Te Q vs% Traditional

  1. 1. NTEQ PHILOSOPHY VS. TRADITIONAL CLASSROOM Mona McCarty CMP 540 University of Phoenix Melissa Abella, Anthony Connor, Frankiettia Griffin, Faith Kemp, Kendra Ligon, Kesha Williams
  2. 2. Introduction  The NTeQ Philosophy uses technology and student centered learning to deliver learning experiences. This is much different than the strategies used to impart knowledge in the traditional classroom setting.  There are some similarities and many differences.  The teacher, student and computer all have different roles to play in lessons and the classroom environment.  Lessons are less rigid and allow students to discover the knowledge we are trying to provide to our students.
  3. 3. Differences and similarities Traditional vs. NTeQ classroom Differences Traditional  learning based on awards, credits, and individual performance  Offers a variety of courses to satisfy learning needs  Teacher is the designer of environment and lesson plans  Students use textbooks, paper, pencils, and encyclopedias  “drill and practice” form of education (Morrison & Lowther, 2005) NTeQ  Student centered  Independence, responsibility, profound education  components changed the way teachers will design and carry out lessons
  4. 4. Differences and similarities Similarities  environments are conducive to learning  classroom management is important  the teacher is the designer, manager and facilitator of the classroom  preparing students for society
  5. 5. Teacher Both Traditional  Teacher determines appropriate methods and techniques for instruction  Technological competence is unnecessary  Teacher acts as planner, instructor, and NTeQ expert  Designs how the classroom will be run, organized, and arranged  Teacher is technologically competent  Teacher acts as designer, manager, and facilitator  Knows how to use computer as a learning tool  Able to design lessons as well as manage and facilitate multidimensional classroom learning environment  Understands the correlation between the student and the computer
  6. 6. Student Both Traditional  Students expected to meet objectives  Student remains passive recipient of knowledge NTeQ  Engages primarily in individual work  Student actively engages in learning process  Sits at desk  Students in the traditional classroom  Assumes the role of researcher perform a "drill and practice" form of  Becomes technologically competent education, based on a behavioral approach where the students memorize the  Engages in collaborative learning information (Morrison & Lowther, 2005).  Complete activities at their own discretion  See technology used with delivery of instruction than with independent  Works on individualized assignments at exploration different places in the room  Have limited exposure to technology usage  Manages their own behavior  May become bored and frustrated  At the center of learning (Vincent, 2009).  Prepared for modern day society  Role is one of independence  Collaborate in small groups  Active learner
  7. 7. Computer NTeQ Traditional Classroom  Is used as a tool –  Used primarily for low- does not stand alone level applications  Functions in tangent  Seen as an “add-on” to with students’ abilities the curriculum  Provides for  May sit idle in back of meaningful learning classroom
  8. 8. Lessons NTeQ Traditional Classroom  Lessons are designed to  Lessons are designed and keep students actively implemented without involved modifications  Students play a large role in the lesson  Students are led “through” a lesson – may  Objectives are meaningful not be actively engaged and authentic in their learning
  9. 9. Environment  Traditional NTeQ  Teacher centered  Student centered encourages student’s use of materials to complete task  Teacher disciplines  Self discipline with teacher’s boundaries  Students at desk as teacher  Assignments at different places in speaks room  Students at desk as teacher  encourages student’s use of informs materials to complete task
  10. 10. Conclusion  There are several differences between the NTeQ philosophy and the traditional method of education.  There are similarities between the two models.  Both place a huge emphasis on the teacher as the facilitator and students completing objective based activities.  Both are conducive learning environments, require good classroom management skills and prepare students for society.  Because NTeQ outweighs the Traditional Method in outstanding and beneficial ways, students are able to become advanced learners and researchers while applying their skills.
  11. 11. References Morrison, G.R.. Lowther, D.L., DeMeulle, L. (In Press) Integrating computer technology into the classroom. Retrieved from ProQuest on July 17, 2009. Morrison, G. R. & Lowther, D. L. (2005). Integrating computer technology into the classroom. New Jersey: Prentice-Hall. Vincent, Samantha. (2009). The disadvantages of a traditional classroom . Helium. Retrieved August 19, 2009, from http:// www.helium.com/items/1296189-disadvantages-traditional- classroom
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