Week 1 assignment student-centered learning

Student-Centered Learning

Using Technology

Paul D. Nixon - Presenter

Teacher-Centered Learning (TCL)

TCL environments make the teacher and his expectations the center of the learning process.

Focus on:

Memorization of facts

Formulas

Dates

Names, etc.

- Teacher-Centered Teacher

“REMEMBER WHAT I TOLD YOU!”

Student-Centered Learning (SCL)

SCL environments allow the student to undertake an intellectual process, rather than simply requiring a regurgitation of facts.

Focus on:

Formulating problems

Collecting information and data

Organizing and manipulating data

Formulating answers

“The use of technology in a student-centered learning environment can result in improved achievement”

(Morrison & Lowther, 2010).

Open-Ended

Student-centered learning environments are often open-ended.

3 types of open-ended learning environments:

Inquiry-Based Learning

Problem-Based Learning

Project-Based Learning

Project-Based Scenario

You assign a research paper to your class

Each student must:

Determine a topic

Conduct research

Develop a research question

Answer the question

Write the paper

Your Role

To coach the students during the process

Help students use their computers to find valuable resources

Point out the differences between reliable resources and unreliable resources

Help students make their research questions more precise

Guide students in making their thesis statements precise and accurate

Steer them to useful resources for proper formatting guidelines

6 Concepts of NETS

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts (Morrison & Lowther, 2010).

1. Creativity and Innovation

Students demonstrate creative thinking

Create original works

Use models and simulations

Identify trends

ex: Student writes a short story about a dystopian future in which there are few natural resources remaining on earth.

2. Communication and Collaboration

Students use digital media and environments to communicate effective and work collaboratively

Interact and collaborate with peers

Communicate ideas effectively

Develop cultural understanding

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Plan strategies to guide inquiry

Locate, organize, and ethically use information.

ex: A student uses an online library to search scholarly articles for information for an assignment.

4. Critical Thinking, Problem Solving, and Decision

MakingStudents use critical thinking skills to plan and conduct research.

Identify and define authentic problems

Plan and manage activities to develop a solution

Collect and analyze data

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Demonstrate personal responsibility for lifelong learning

ex: Students review and adhere to copyright restrictions when conducting their research.

6. Technology Operations and

ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations

Understand and use technology systems

Select and use applications effectively and productively

Transfer current knowledge to learning of new technologies

Copyright and Fair UseIt is important that we instruct and follow copyright law

But first we must understand it

The use of digital, rather than analog, images changes the copyright concerns (Lewis, 2012).

Fair use limits the number of times an image may be reproduced

Digitizing the image and disseminating it electronically means it’s reproduced many times

Online Education Concerns

The copyright concerns with online education are even greater simply because of the venue.

Nearly everything that is accessed has copyright protection and students must be careful to use materials appropriately.

Students should take full advantage of copyright protection, but they also need to be aware of the limitations of use (Alsaffar, 2006).

Music Copyrights

With music education, copyright laws are difficult to follow.

The copyright laws are ambiguous in nature, which makes compliance challenging at best.

It is still important, however, that teachers teach respect for copyright laws in this case (Thibeault, 2012).

Overcoming ProblemsPerhaps our largest challenge is the issue of funding.

At GAAA we have 1 computer lab that contains 30 computers

We cannot afford to purchase a laptop or a tablet for every student

The best way to address this issue is for teachers t plan ahead when they will need the computer lab.

Since we can only accommodate 1 class at a time, computer labe usage will take place on a first come, first serve basis.

References

AlSaffar, J. (2006). Copyright Concerns in Online Education: What Students

Need to Know. Journal Of Library Administration, 45(1/2), 1-16. doi:10.1300/J111v45n01_01.

Devereaux Lewis, C. (2012). COPYRIGHT CONCERNS IN VISUAL

RESOURCES COLLECTIONS: CLARIFYING THE ISSUES SURROUNDING THE USE OF IMAGES IN

EDUCATION. Journal Of Art, Technology & Intellectual Property Law, 23(1), 69-109.

Morrison, G.R., & Lowther, D.L. (2010). Integrating Computer Technology into

the Classroom: Skills for the 21st Century (4th ed.). Retrieved from The University of Phoenix

eBook Collection database.

Thibeault, M. (2012). From compliance to creative rights in music education:

rethinking intellectual property in the age of new media. Music Education Research, 14(1), 103-

117. doi:10.1080/14613808.2012.657165.