LESSON 12:

INFORMATION TECHNOLOGY IN SUPPORT OF

STUDENT-CENTERED LEARNING
The idea of student-centered learning is not a recent idea. In
early 20th 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 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
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 pour 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 computerbased 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
promotive) learning.

Components of Cooperative Learning

Educators are still vary about the computers role in
cooperative learning. 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 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.