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 addition, suggestions shall be made on how a student-centered classroom (SCL) can be supported by information (IT).

John Dewey•He is an educational

educator He argued for a highly

active and individualized pedagogical method which place the student at the center of the teaching- learning process.

THE TRADITIONAL CLASSROOM

The Traditional ClassroomIt 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.

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. To prevent this situation, teachers often make students take time to work individually on worksheets can help the situation.

THE SCL CLASSROOM

The SCL Classroom

John Dewey has described traditional learning as a process in which the teacher pours information to

students 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 world’s societies have began to change. Of course, this change may not be strongly felt in many countries in which the economy longer depends primarily on factory workers who do repetitive work without thinking on the job. The traditional classroom and direct instruction approach to learning conform to this kind of economies.

In contrast, in 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 and instruction, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self-awareness in the learning process.

Generally, the new school classroom environment is

characterized into:

Performing computer word processing for text or graph presentations

Preparing PowerPoint Presentation

Searching for information on the Internet

Brainstorming on the ideas, problems and

project plans

The teacher facilitating

instruction, also giving

individualized instruction to serve

individual needs.

• Observably, there is a departure from traditional worksheet, read-and-answer, drill-and-practice activities. Students also no longer need to mark the tests of peers since the computer has programs for test evaluation and computerized scoring of results.

Given this new trends in teaching-and-learning, it must be pointed out, however, the traditional classroom activities – especially in less developed countries-will continue to have a 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.

THANK YOU FOR LISTENING!!!!

PREPARED BY:

BEVERLY A. DYHAZEL ANN JAEN DAGODOG

FRANCIS NOEL ELARDO