This document discusses moving from traditional teacher-centered learning to student-centered learning using technology. It describes key aspects of student-centered learning like students developing critical thinking skills and applying them to real-world problems by collaborating with each other. The teacher's role shifts to facilitating learning experiences that advance student creativity and innovation. Examples are given of how teachers can model digital learning using programs and websites. Potential barriers to using technology are addressed, and it provides guidance on acquiring skills, starting small, and asking for help from other teachers and tech-savvy students. Copyright issues are also covered.

1. Moving from the Past to the Present:
Incorporating Technology in your Classroom

2. Teacher Centered Learning
 In years past, students received knowledge from a
traditional lecture delivered by the classroom teacher.
 Once or twice a year, students were asked to
collaborate and work on projects together.
 The majority of all learning stemmed from the idea
that students are to do what they are told, staying
inside a safe “box.”
 Memorization was a key aspect of classroom learning.

3. Components of Student Centered
Learning
 In student centered learning, the student develops
critical thinking and applies it to the world around
them. Both the information itself AND the learning
process become relevant to everyday life.
 Students use each other to “test their understanding
and examine the understanding of others.”
 Students design problems, gather information, and
come up with an answer.
 Instead of parroting information back to the teacher,
each student reshapes the information in a way he or
she can understand.

4. The Teacher’s Role
 Teachers must “facilitate and inspire, design and
develop, model, promote, and engage in activities that
yield technologically competent performance to
prepare our children for successful careers”
(Morrison&Lowther).
 Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual
environments.

5. “Microwave” mentality
 “Students are motivated to use computers because the
job gets done more easily and quickly than without it,
just as we use a microwave oven because it is more
efficient and quicker than a traditional oven.”
 “The more involved students are in various aspects of
solving the problem, such as identifying the goal,
determining the resources needed, and deciding how
to configure the database, the more ownership they
will feel.” (Morrison&Lowther).

6. Using NETS: How do I……
1. Facilitate and Inspire Student Learning and
Creativity
2. Design and Develop Digital Age Learning
Experiences and Assessments
3. Model Digital Age Work and Learning
NETS

7. Examples:
 Simply using Google to look up the answer to a science
question is using technology!! As a teacher, you are
facilitating learning online.
 Introducing a student to a website that allows them to
have more individual practice outside of class is a great
use of NETS.
 Using software to promote learning is considered
“modeling’ digital learning.
 In my music class, I use a program called ‘Music Ace’ that uses
animation to deliver information to my students. It also has a
game for the students to play at the end of each lesson.

8. Reservations? But What If……
 I only have one computer….
 Most classrooms have a video projector. A simple cable will
turn your laptop into a big screen for all to see!
 I’m technologically challenged….
 Start small. Find a video presentation on the Khan Academy
website to supplement your lesson.
 I’ve heard about SMART boards, but they are
expensive……
 Buy a basic document camera, and feed it through your
projector. Students can see what you are presenting in real
time. It will also save a few trees!

9. Acquiring Necessary Skills
 Teacher modeling/demonstration
 Peer modeling and assistance
 Technology posters or job aids
 Student handouts
There are usually one or two students in your class that
are “techies”- up to date with the latest and greatest
websites, software, etc. Don’t be intimidated; ask them
for help!

10. I’m On Board! What’s Next?
 As with most lessons, students will need information
and instructions to guide them through the various
activities. Give them a task list.
 Don’t feel like you have to incorporate technology into
each daily lesson; begin with once a week, something
simple.
 Ask for help and/ or peer recommended sites. Word of
mouth is a powerful tool; use it!

11. Fair Use:
Factors considered in determining fair use include the
following:
1. The purpose and character of the use, including
profit.
2. The character of the copyrighted work.
3. How much of the work is used: not more than one
copy per student; 250 words or less of a poem; a
complete article or 2,500 words or less; excerpts of
500 to 1,000 words; one illustration per publication.
4. The effect of the use on the market value of the work.

12. Copyright Issues:
The following would be examples of copyright
infringement:
1. Placing another person’s graphic or photograph on
your web page.
2. Copying text and including it in curriculum
materials from which you or others gain profit.
3. Copying icons not specifically created to be shared
publicly.

13. How to Avoid Issues:
Copyright Infringement

14. References:
 Morrison, G. R., & Lowther, D. L. (2010). Integrating
computer technology into the classroom: Skills for the
21st century (4th ed.). Boston, MA: Allyn & Bacon.
 http://www.iste.org/docs/pdfs/nets-t-
standards.pdf?sfvrsn=2
 http://www.wikihow.com/Avoid-Copyright-
Infringement