1

Frankie Williams
EDU-225
September 13, 2015
Professor David Larson

Student-Centered Technology in the Classroom

The importance of student-centered technology in the classroom has become of great
concern today as new devices, the internet, and other web-based tools are hitting the market.
Students are being taken on an educational journey that heightens the learning experience and
opens up to technological awareness. The awareness allows for the increase of educational
knowledge and life-long skills, incorporating new ways for active classroom interaction.
Likewise, students, teachers, and parents are able to utilize computers to extend communication
links such emailing and messaging regarding homework, assignments, and upcoming events.
One of the pros of student-centered technology is helping elementary students learn the
basics of reading to promote better grades and easier learning abilities in the future. There are
computers and technology based programs that teach phonics, the meaning of words, and help
students learn the correct pronunciation. In theory, computers can adapt to the individual needs
of struggling readers, building on what they can do and filling in gaps. (Cheung, A.K. & Slavin,
R.E., 2013) However, as the students advance to older age groups, teachers must monitor the
reading skills of students who are struggling as with the use of 1:1 programs and other studentcentered technology, this could easily be hidden. How could a teacher determine the best
approach to handle the teaching method of primarily student-centered technology?
Although, teachers should use technology-centered instruction as the dominant source for
teaching, wisdom would present by knowing the current reading level of each student. Creating a

2
mixture of both lectures and technology usage would develop the balance necessary for assuring
that every student receives the message. Also, if tutoring is required, then proper measurements
can be taken.
Nevertheless, teachers want to continue to invite students into the 21st century where
technology has taken the world by storm. This will prepare students for careers where a
tremendous amount of technology is being used daily. Consider some of the technology used
such as PowerPoints, presentations, and projectors in major corporations, including Geico and
Progressive, computers and smartphones for all sorts of data entry, and tablets for sales associates
in basic job positions. Many jobs are technologically saavy and there seems to be no immediate
desire to return to a world without technology. Whereas, the best option for teachers and
students is to face reality and learn how to use student-centered technology.
Furthermore, students tend to have better grades and higher achievement scores with
technological instruction. These students eagerly participate in classroom discussion and learn
various techniques of finding the information requested and the information necessary for
developing a critical answer. No longer are students ignoring the lesson, falling asleep in the class
or simply daydreaming past the oral lectures but more students are wide awake and interacting
willingly. The difference definitely shows up on report cards.
Along with better reports, using student-centered technology changes the classroom
design altogether. A virtual design builds focus to broaden educational knowledge and learn how
to participate better in classroom discussions. Also, there are useful classroom teaching
microstrategies that foster student preparation and presentations. (Perren, J.M., 2010) Imagine
having a classroom where all students were promptly ready! This would indeed be encouraging to
teachers and fellow peers who learn through listening and hands-on. Additionally, the

3
governmental authorities who find that computer based teaching and learning helps economically
will be deeply grateful as well. (Marengo, A. & Marengo, V., 2005)

4
References
Cheung, A. K., & Slavin, R. E. (2013). Effects of Educational Technology Applications on
Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis. Reading Research
Quarterly, 48(3), 277-299. doi:10.1002/rrq.50
Marengo, A., & Marengo, V. (2005). Measuring the Economic Benefits of E-Learning: A
Proposal for a New Index for Academic Environments. Journal Of Information
Technology Education, 4330-346.
Perren, J. M. (2010). Internet Supplements for English Vocabulary and Reading Development to Empower
Autonomous International Students. International Journal Of Technology, Knowledge &
Society, 6(6), 67-84.