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 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 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-and-answer,

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.