This document discusses student-centered learning and the use of technology in the classroom. It begins by contrasting teacher-centered learning with student-centered learning, noting that student-centered learning focuses on problem-solving, data collection and analysis, and differentiates instruction. Examples are provided of what student-centered lessons involving technology look like. The document also discusses national technology standards for students and teachers, potential challenges of implementing student-centered technology lessons, and copyright and fair use guidelines for educators.

1. +
Student-Centered Learning
Through Technology
John Handley High School
August 18th, 2014

2. +
Teacher-Centered Learning
 The focus is on…
 …memorization.
 …recall.
 …quickly covering material and standards.
 It features…
 …the teacher as transmitter of knowledge.
 …lecture-based learning.
 …a non-differentiated environment.
(Morrison & Lowther, 2010)
Ted, “a self-described ‘old
school’ secondary civics
teacher” recently began using
constructivist teaching
materials as a result of a
professional development
session. He found that when
his students were engaged,
they addressed up to nine
content standards.
(Harris & Hofer, 2011, p. 220)

3. +
Student-Centered Learning
 The focus is on…
 …formulating problems.
 …collecting information and data.
 …organizing information and data.
 …formulating answers.
 It features…
 …the teacher as a facilitator.
 …constructivism approach.
 …differentiating instructions.
(Morrison & Lowther, 2010)
Instead of simply covering
material, student-centered
learning is an approach
that encourages students
to “delve deeply” into their
studies.
(Harris & Hofer, 2011, p. 9)

4. +
What Does a Student-Centered
Learning Environment Look Like?
 Example Lesson: “How Global Warming Affects Winchester, VA”
 Students are given the task of analyzing local weather patterns across a
100 year time frame.
 Students are placed in learning stations, thus being able to use a small
amount of computers across a large class.
 After completing activities concerning national global warming trends,
students use the internet to locate temperature and conditions for certain
days in Winchester across a 100 year span.
 Students input trends into a spreadsheet, following directions posted
around room.
 Students investigate factors that might contribute to variations in weather
patterns (ex. industry).
 Students use information to create a presentation product of their choice.

5. + What Does a Student-Centered Learning
Environment Look Like? (Cont.)
 The previous lesson adheres to the iNtegrating Technology for
inQuiry (NTeQ) model for designing a technology-based lesson:
1. Specify Objectives
2. Computer Functions
3. Specify Problem
4. Research and Analysis
5. Results Presentations
6. Activities During Computer Use
7. Activities Before Computer Use
8. Activities After Computer Use
9. Supporting Activities
10. Assessment
(Morrison & Lowther, 2010)

6. +
National Educational Technology
Standards (NETS) for Students
1. Creativity & Innovation
2. Communication &
Collaboration
3. Research & Information
Fluency
4. Critical Thinking, Problem
Solving & Decision Making
5. Digital Citizenship
6. Technology Operations &
Concepts
(ISTE, p. 1-2, 2007)
Classroom Example:
Kahn Academy is an online database of
videos and lessons that keeps track of
what students have learned and
recommends what they should learn
next. By using Kahn Academy in the
classroom, teachers can place students
in learning groups and tailor digital
projects to their specific learning needs,
thus encouraging communication and
collaboration while still following content
standards.
(Khan Academy, 2010)

7. +
National Educational Technology
Standards (NETS) for Teachers
1. Facilitate & Inspire Student
Learning & Creativity
2. Design & Develop Digital Age
Learning Experiences &
Assessments
3. Model Digital Age Work &
Learning
4. Promote & Model Digital
Citizenship & Responsibility
5. Engage in Professional
Growth & Leadership
(ISTE, p. 1-2, 2007)
Classroom Example:
“Performance assessments are
characterized by focus on student
products or artifacts that demonstrate
certain skills or achievements that cannot
be easily measured through traditional
standardized tests. Portfolio assessment,
and more specifically, electronic portfolio
development, has grown out
of a need for students to collect and
organize multiple performance
assessment products.”
(Bannister & Reinhart, 2012, p. 60)

8. +
Potential Problems for JHHS
 Problem#1: Limited Access to Technological Resources
 Solution #1: When designing student-centered technology-based lessons,
consider placing students within learning groups with 1-2 computers and
assigning each student a particular task.
 Solution #2: Reserve computers in advance and avoid school-wide testing
days.
 Solution #3: Utilize the new Bring Your Own Device (BYOD) policy. Before
starting the lesson, take inventory of what devices students have
permission to bring to school.
 Problem #2: Lack of Planning Time
 Solution: Interdisciplinary planning. Consider the global warming lesson
example. Students could learn about global warming in Earth Science,
conduct research in English, analyze data in Mathematics, and design a
poster campaign in Art. Interdisciplinary planning splits the load across
departments and encourages unity among teachers.

9. +
Copyright & Fair Use Guidelines
 Use of copyrighted material is absolutely unavoidable in the
classroom.
 ALL internet material is copyrighted, from blog posts to
comment feeds.
 How can educators use copyrighted material responsibly and
avoid any negative repercussions?

10. +
Copyright & Fair Use Guidelines
(Cont.)
 Fair Use Guidelines that Apply to the Classroom:
 It is illegal for copies to be used for more than one school course.
 It is illegal to make copies of multiple articles/excerpts by the same
author.
 It is illegal to exceed nine instances of copying per course per
semester.
 It is illegal to use copying in lieu of a collection of works.
 It is illegal to copy consumable materials.
 It is illegal to make a profit on copied materials.
 It is illegal to create clips of copyrighted material, such as VHS
tapes or DVDs.
(Morrison & Lowther, 2010)

11. +
Classroom Scenario #1
 The textbooks in Mr. Howells’ English classroom
are more than ten years old. Stories that relate
to our large Latino population are completely
absent, and there is not a lot of relatable
material for students to read. Mr. Howells
decides to forgo any use of the textbook this
semester, electing instead to make copies from
multicultural anthologies and digital materials. Is
Mr. Howells within his rights to do this, or is he
breaking the law?

12. +
Classroom Scenario #1 (Cont.)
What Mr. Howells has decided to do,
while helpful to his classroom, is illegal.
While he can certainly make copies of
multicultural stories to supplement what
is available to him within the textbook,
he can not rely solely on copies of the
stories. The textbook must also be
used.

13. +
Classroom Scenario #2
 In order to educate her students on product placement,
Ms. Smith relies on showing DVDs of popular movies
to her marketing classes; however, showing the entire
film is a waste of valuable instructional time. Using a
DVD ripping program, she pulls clips that employ
product placement from the films and links all of them
into a single movie file. Now she no longer has to fast
forward through the parts of the films that do not apply
to her classroom. Is Ms. Smith fully within rights, or is
what she is doing illegal?

14. +
Classroom Scenario #2 (Cont.)
 While it is certainly more convenient for Ms.
Smith to link these clips together, what she is
doing is illegal. Yes, she can fast-forward
through multiple DVDs to accomplish the same
goal, but as soon as she begins to manipulate
the original product, she is opening herself up to
a lawsuit. Imagine if a student’s parent was
somehow involved in the production of the DVD.
A lawsuit is a very real threat in this case.

15. +
Questions?

16. +
References
 Banister, S. & Reinhart, R. V. (2012). Assessing NETS-T performance in teacher candidates: Exploring the wayfind teacher
assessment. Journal of Digital Learning in Teacher Education, 29(2), 59-65. http://files.eric.ed.gov/fulltext/EJ991968.pdf
 Harris, J. B. & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of
secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in
Education, 43(3), 211-229. http://files.eric.ed.gov/fulltext/EJ918905.pdf
 International Society for Technology in Education. (2007). ISTE standards: Students. Retrieved from www.iste.org/docs/pdfs/20-
14_ISTE_Standards-S_PDF.pdf
 International Society for Technology in Education. (2008). ISTE standards: Teachers. Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
 Kahn Academy. (2012, April 13). Kahn Academy Vision and Social Return. Retrieved from
https://www.youtube.com/watch?v=wRf6XiEZ_Y8
 Lightweis, S. K. (2013) College success: A fresh look at differentiated instruction and other student-centered strategies
[Abstract]. College Quarterly, 16(3), 1-9. http://files.eric.ed.gov/fulltext/EJ1018053.pdf
 Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century.
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