Chapter 7

There is much debate between teacher-

centered and student-centered learning in the
education environment.
“If education and true learning ever had an
authentic purpose, the student was always a
central figure involved in the classroom, and
his or her cooperation was crucial-without
student presence and engagement, there is no
school” (Sion, 1999, para. 1).
• Teacher directs the classroom.
• Doesn’t meet diverse needs of students.
• Teaching styles conflict with students’ learning
styles.
• Quiet classroom.
•
• Memorization of information.
• Limited learning.
• Teacher generates ideas
• Students are passively involved in the learning
process.
• Computers are not used as tools.
• Teacher is a facilitator.
• Meets diverse needs of students
• Students work individually, in pairs or in small
groups.
• Learning is meaningful.
• Involves extensive planning and task- specific
classroom management.
• Students experience success.
• Students generate ideas.
• Students are actively involved in the learning
process.
• Technology is integrated into the classroom.
 Developing a Student-Centered Learning
Environment that uses Technology
to Enhance Student Learning

A student-centered classroom “is an environment

where previously reluctant learners transition
into engaged learners, taking on the role of
helping shape their own curriculum” (Henriksen,
2010, p. 46).
 Before a student-centered learning
environment is designed, a teacher should take in
consideration the students’ needs, abilities, and
interests, so that they can be grouped in
heterogeneous groups.
 Providing a number of computers, computer
applications and software, as well as digital
cameras and videos enhance student learning.
 Develop a vocabulary list with technical
terminology and other possible words that they
might encounter along the project.
 Assuming that the teacher is knowledgeable
with computer technology, students should be
taught at least basic computer skills before they
start a project.
 Grouping students in groups will allow them
to collaborate with each other. Schedules for
computer use should be prepared to ensure equal
access.
 Provide web sites, links and bookmarks for
students’ research. Create templates for graphs,
so that students can enter data easily.