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Week 1 assignment for TECH 507 Class
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Student-Centered Learning
Using Technology
Paul D. Nixon - Presenter
Teacher-Centered Learning (TCL)
TCL environments make the teacher and his expectations the center of the learning process.
Focus on:
Memorization of facts
Formulas
Dates
Names, etc.
- Teacher-Centered Teacher
“REMEMBER WHAT I TOLD YOU!”
Student-Centered Learning (SCL)
SCL environments allow the student to undertake an intellectual process, rather than simply requiring a regurgitation of facts.
Focus on:
Formulating problems
Collecting information and data
Organizing and manipulating data
Formulating answers
“The use of technology in a student-centered learning environment can result in improved achievement”
(Morrison & Lowther, 2010).
Open-Ended
Student-centered learning environments are often open-ended.
3 types of open-ended learning environments:
Inquiry-Based Learning
Problem-Based Learning
Project-Based Learning
Project-Based Scenario
You assign a research paper to your class
Each student must:
Determine a topic
Conduct research
Develop a research question
Answer the question
Write the paper
Your Role
To coach the students during the process
Help students use their computers to find valuable resources
Point out the differences between reliable resources and unreliable resources
Help students make their research questions more precise
Guide students in making their thesis statements precise and accurate
Steer them to useful resources for proper formatting guidelines
6 Concepts of NETS
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts (Morrison & Lowther, 2010).
1. Creativity and Innovation
Students demonstrate creative thinking
Create original works
Use models and simulations
Identify trends
ex: Student writes a short story about a dystopian future in which there are few natural resources remaining on earth.
2. Communication and Collaboration
Students use digital media and environments to communicate effective and work collaboratively
Interact and collaborate with peers
Communicate ideas effectively
Develop cultural understanding
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Plan strategies to guide inquiry
Locate, organize, and ethically use information.
ex: A student uses an online library to search scholarly articles for information for an assignment.
4. Critical Thinking, Problem Solving, and Decision
MakingStudents use critical thinking skills to plan and conduct research.
Identify and define authentic problems
Plan and manage activities to develop a solution
Collect and analyze data
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Demonstrate personal responsibility for lifelong learning
ex: Students review and adhere to copyright restrictions when conducting their research.
6. Technology Operations and
ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations
Understand and use technology systems
Select and use applications effectively and productively
Transfer current knowledge to learning of new technologies
Copyright and Fair UseIt is important that we instruct and follow copyright law
But first we must understand it
The use of digital, rather than analog, images changes the copyright concerns (Lewis, 2012).
Fair use limits the number of times an image may be reproduced
Digitizing the image and disseminating it electronically means it’s reproduced many times
Online Education Concerns
The copyright concerns with online education are even greater simply because of the venue.
Nearly everything that is accessed has copyright protection and students must be careful to use materials appropriately.
Students should take full advantage of copyright protection, but they also need to be aware of the limitations of use (Alsaffar, 2006).
Music Copyrights
With music education, copyright laws are difficult to follow.
The copyright laws are ambiguous in nature, which makes compliance challenging at best.
It is still important, however, that teachers teach respect for copyright laws in this case (Thibeault, 2012).
Overcoming ProblemsPerhaps our largest challenge is the issue of funding.
At GAAA we have 1 computer lab that contains 30 computers
We cannot afford to purchase a laptop or a tablet for every student
The best way to address this issue is for teachers t plan ahead when they will need the computer lab.
Since we can only accommodate 1 class at a time, computer labe usage will take place on a first come, first serve basis.
References
AlSaffar, J. (2006). Copyright Concerns in Online Education: What Students
Need to Know. Journal Of Library Administration, 45(1/2), 1-16. doi:10.1300/J111v45n01_01.
Devereaux Lewis, C. (2012). COPYRIGHT CONCERNS IN VISUAL
RESOURCES COLLECTIONS: CLARIFYING THE ISSUES SURROUNDING THE USE OF IMAGES IN
EDUCATION. Journal Of Art, Technology & Intellectual Property Law, 23(1), 69-109.
Morrison, G.R., & Lowther, D.L. (2010). Integrating Computer Technology into
the Classroom: Skills for the 21st Century (4th ed.). Retrieved from The University of Phoenix
eBook Collection database.
Thibeault, M. (2012). From compliance to creative rights in music education:
rethinking intellectual property in the age of new media. Music Education Research, 14(1), 103-
117. doi:10.1080/14613808.2012.657165.
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