LESSON 17

Information Technology In Support Of

Student-Centered Learning
INTRODUCTION:

The ideas of student-centered are learning is not a

recent idea. In fact, as early as the 20th century, educational
educators such as John Dewey argued for highly active and
individualized pedagogical methods which place the student
at the center of the teaching learning process. In this lesson,
we shall see how the teachers can expand his option to
make himself more effective and relevant in the 21st
millennium information age. In particular, the lesson shall
respond to questions on student-centered learning
approaches in the classroom. From the traditional teacher-
centered learning approach, practical helps on designing and
adapting student –learning approach, examined. In addition,
suggestion shall be made on how a student-centered
classroom (SCL) can be supported by information technology
The Traditional Classroom:

It may be
observed that classrooms
are usually arranged with
neat columns and rows of
student chairs, while the
teacher stands in front of the
classroom or sits behind his
desk. This situation is
neccessited by the need to
maintain classroom
discipline, also to allow the
teacher to control classroom
activities through lecture
presentation and teacher-led
discussions.
Noticeably, however, after spending so many minutes in
lesson presentation and class management, students can
get restless and fidgety. Often enough, the teacher has
also managed misbehavior in class as student start to
talk among themselves or simply stare away in lack of
attention. To prevent this situation, teacher often make
students take time to work individually on worksheets can
help the situation.
 Another option is now
presented and this is
adopting the idea of
developing students to
be independent learners
with the end of making
them critical and
creative thinkers.
The SCL Classroom:

John Dewey has

described traditional learning as
a process in which the teacher
pours information to student
learners, much like pouring
water from a jug into cups. This
is based on the long accepted
belief that the teacher must
perform his role of teaching so
that learning can occur.

This learning approach is

generally known as direct
instruction, and it has worked
well for obtaining many
comes of learning outcomes.
 The problem with the direct instruction
approach to learning, however, is the fact
that the world’s societies have began to
change. Of course, this change may not be
strongly felt in many countries.

in which the economy is longer depends

primarily on factory workers who do
repetitive work without thinking on the job.
The traditional classroom and direct
instructions approach to learning conform
this kind of economies.
In contrast, industrialized
societies we find knowledge-
based economies in which
workers depend on information
that can be accessed through
information and
communication technologies
(ICTs). Desiring to gain
effectiveness, efficiency, and
economy in administration,
school in these developed
economies have also adopted
the support (ICTs). Their
students have now become
active not passive learners,
demonstrating independence
and self-awareness in the
learning process.
Generally the school classroom environment is characterized
by students individually or in groups:

1. Performing computer world processing for text or graph

presentations.

2. Preparing Power Point presentation

3. Searching information on the Internet.

4. Brainstorming on ideas, problems and project plan

5. As needed, teachers facilitating instruction, also giving

individualized instruction to serve individual needs.
 Observably, there is departure from traditional
worksheet, red-and-answer and drill-and- practice
activities. Students also no longer need to mark the
test of peers since the computer has a program for
test evaluation and computerized scoring of result.
 Giving this new trend in teaching-and-learning, it
must be pointed out, however the traditional
classroom activities- especially of less developed
counties- well continue toward and strong place in
the classroom. In spite of this setback experienced in
some countries, the option has now been opened for
the modern teacher to shift gears to student-centered
learning.
 CONCLUSION:

The information technology in support of

Student-Centered Learning is the process of which
information acquired to student learners. It’s just like
the battle of the old and the modern method of teaching
wherein the both side is a process that the student must
be learned. In other way, teacher must think what is
good method he will use to the student to be more
effective in teaching. Once the students are engage with
any material or method that caught their interest they
are willing and actively participating the class discussion
and teacher and easily evaluate the performance of the
student.
 Desiring to gain effectiveness, efficiency and economy
in administration and instruction, schools in these
developed economies have also adopted the support of
ICT’s. Their students have now become active not
passive learners, who can interact with other learners,
demonstrating independence and self-awareness in the
learning process.
REFERENCES:

Educational Technology 2
Lucido I. Paz
Manila: Lorimar Publishing, INC., 2012