Information Technology in Support of Student-Centered Learning
The idea of student-centered learning is not a recent idea. In fact, as
early as the 20th century, educational educators such as John Dewey
argued for a 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 teacher can expand his options
to make himself more effective and relevant in the 21 st 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 activities shall be examined.
In addition, suggestions shall be made on how a student-centered
classroom (SCL) can be supported by information technology (IT).
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 necessitated 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 to also manage misbehavior in
class as students start to talk among themselves or simply stare away in
lack of attention.
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 kinds of learning outcomes.
The problem with the direct instruction approach to learning,
however, is the fact that the worlds societies have begun to change.
Generally, the new school classroom environment is characterized by
student individually or in groups:
Performing computer word processing for text or graph
presentations.
Preparing power-point presentation
Searching for information on the internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving
individualized instruction to serve individual needs.
Observably, there is a departure from traditional worksheet, read-andanswer, drill-and-practice activities.
Cooperative Learning with the Computer
Singapore has set the global pace for student-centered learning with
a 2:1 (2 pupils with 1 computer) ratio in its masterplan for IT in Education.
The creativity of the teacher will have to respond to the situation,
and so cooperative learning will likely be the answer to the
implementation of IT supported learning in our schools.
Defining cooperative learning
Cooperative or collaborative learning is learning by small groups of
students who work together in a common learning task. It is often also
called group learning but to be truly cooperative learning, 5 elements are
needed:
1.
2.
3.
4.
5.
A common goal
Interdependence
Interaction
Individual accountability
Social skills
Therefore not every group work is cooperative learning since students
working on their work sheets physically sat around a table may be working
together without this features of cooperative learning.
From several studies made on cooperative learning, it is manifested
that cooperative learning in its true sense is advantageous since it:
1.
2.
3.
4.
Encourages active learning, while motivating students
Increases academic performance
Promotes literacy and language skills
Improves teacher effectiveness
In addition, there are studies which shows that cooperative
learning enhances personal and social development among students of all
ages, while enhancing self-esteem and improving social relationship
between racially and culturally different students.
Cooperative Learning and The Computer
Researchers have made studies on their learning interaction
between the students and the computer. The studies have great value
since it has been a long standing fear that the computer may foster
student learning in isolation that hinders the development of the
students social skills.
Now this mythical fear has been contradicted by the studies which
show that when students work with the computers in groups, they cluster
and interact with each other for advice and mutual help. And given the
option to work individually or in a group, the students generally wish to
work together in computer-based and non-computer-based activities.
Therefore researchers agree that the computer is a fairly natural
learning vehicle for cooperative (at times called promotive) learning.
Components of cooperative learning
Educators are still wary about the computers role in cooperative
learning. Thus they pose the position that the use of computers do not
automatically result in cooperative learning. There therefore assign the
teacher several tasks in order to assure collaborative learning. These are:
Assigning students to mixed-ability teams
Establishing positive interdependence
Teaching cooperative social skills
Insuring individual accountability, and
Helping groups process information
These are in addition to assigning a common work goal in each
member of the group will realize that their group will not succeed unless
everyone contributes to the group success. It is also important for the
teacher limits learning group clusters (six is the ideal number in a group)
so that there can be closer involvement in thinking and learning.
