LESSON 12:

INFORMATION TECHNOLOGY IN
SUPPORT OF STUDENT-CENTERED
LEARNING
The idea of student-centered learning is not a recent idea. In early 20 th 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.

The Traditional Classroom

It may be observed that classroom is 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 discussion.
However, after spending so many minutes in lesson presentation and class management, students can
get restless and fidgety. The teacher has also to management misbehavior in class as students start to talk
among themselves or simply stare away in lack of attention. To prevent this, teachers often make students
take time individually on worksheets can help the situation.

The SCL Classroom

John Dewey 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 approach is generally
known as direct instruction.
The problem with direct instruction approach to learning is that the worlds societies have began to
change. This change may not be strongly felt in many countries in which economy longer depends primarily
on the job. The traditional classroom and the direct instruction approach to learning conform to this kind of
economies.
In individualized societies we find knowledge-based economies in which workers depend on
information that can be assessed through information and communication technologies (ICTs). To gain
effectiveness, efficiency and economy in administration and instruction, schools in these developed
economies have also adopted the support of ICTs. Students have now become active not passive learners,
who can interact with other learners, demonstrating independence and self-awareness.
The new school classroom environment is characterized by student individually or in groups:
Performing computer word processing for text or graph presentation.
Preparing power-point presentation.
Searching for information on the internet
Brainstorming on the 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. Students also no longer need to mark the tests of peers since the computer has programs for test
evaluation and computerized scoring of result.
Given this new trend in teaching-and-learning, it must be pointed out, the traditional classroom
activities-especially in less developed countries-will continue to have a strong place in the classroom.

LESSON 13:
COOPERATIVE LEARNING WITH THE COMPUTER
Singapore has a set the global pace for student-centered learning with a 2:1 (2 pupils with 1
computer) ratio in its master plan for IT in Education. This shows that even in other progressive countries,
the 1:1 pupil-computer ratio is still an ideal to be achieved. Reality therefore dictates that schools face the
fact each classroom, especially in public or government schools, may not be equipped with the appropriate
number of computers.

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 called group learning but to be truly cooperative learning, 5 elements are
needed:
1. A common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. Social skills
From several studies made on cooperative learning, it is manifested that cooperative learning in its
true sense is advantageous since it:
a. Encourages active learning, while motivating students
b. Increases academic performance
c. Promotes literacy and language skills
d. Improves teacher effectiveness
In addition, there are studies which show that cooperative learning enhances personal and social
development among students of all ages, while enhancing self-esteem and improving social relations
between racially and culturally different students.

Cooperative Learning and the Computer

Researchers have made studies on the learning interaction between the student 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 computers in groups, they cluster and interact with each other.
The students generally wish to work together is computer-based and non-computer-based activities.
Psychologists think the computer fosters this positive social behavior due to the fact that it has display
monitorjust like television setthat is looked upon as something communal.
Therefore, researchers agree that the computer is a fairly natural learning vehicle for cooperative (at
times called promoted) learning.

Components of Cooperative Learning

Educators are still varying about the computers role in cooperative learning. They pose the position
that the use of computers does not automatically result in cooperative learning. There therefore assigns the
teacher several tasks in order to ensure 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 which each member of the group will
realize that their group will not succeed unless everyone contributes to the groups success. It is also
important for the teacher limits learning group clusters so that there can be closer involvement in thinking
and learning.