An Effective Classroom:

Technology Integration and Student-Centered Learning

Rebecca Amacher
Technology in the Classroom
Dr. Jeremy Ervin
Fall Semester 2016

Table of Contents
Introduction ................................................................................................................................ 1
Teaching Paradigm Overview with Technologys Role .................................................... 1
Technology Integration ...................................................................................................................... 1
Benefits of Technology Integration ................................................................................................. 2
Student-Centered Learning .............................................................................................................. 2
Example 1 .................................................................................................................................... 4
Goals ....................................................................................................................................................... 4
Curriculum ........................................................................................................................................... 4
Environment ......................................................................................................................................... 5
Teacher and Student Roles ................................................................................................................ 5
Benefits .................................................................................................................................................. 6
21st Century Skills ............................................................................................................................... 6
Example 2 .................................................................................................................................... 7
Goals ....................................................................................................................................................... 7
Curriculum ........................................................................................................................................... 7
Environment ......................................................................................................................................... 8
Teacher and Student Roles ................................................................................................................ 8
Benefits .................................................................................................................................................. 9
21st Century Skills ............................................................................................................................ 10
Conclusion ................................................................................................................................ 11
References .............................................................................................................................. 12

An Effective Classroom: Technology Integration and Student-Centered Learning,

Rebecca Amacher

Introduction

What is an ineffective classroom? An ineffective classroom is a classroom full of

blank stares and bored looks. An ineffective classroom gives busy work and pointless
activities. An ineffective classroom causes students to regurgitate information for the test
and then forget the information minutes later. Basically, an ineffective classroom is one
where students arent truly learning. True learning includes student interest and
meaningful activities that promote deeper understanding. This effective classroom can be
achieved through student-centered technological integration.

Teaching Paradigm Overview with Technologys Role

Technology Integration
Technology integration in my classroom will have several specific characteristics.
Technology use will be planned (Harris, 2016, 31), purposeful (Harris, 2016, 31) and
a regular occurrence in my classroom. I will use technology to teach, assess and
communicate with students (Harris, 2016). However, I wont simply add technology to
my curriculum for the sake of using technology. I will use technology in my classroom to
help my students learn better (Hsu, 2016). Technology will empower my students to
better reach their academic goals, become more interested in the material and experience
activities that wouldnt be possible without technology (Harris, 2016). I will use
technology to enable each student to learn within their learning styles and preferences
(Harris, 2016, 34). In addition, I will use technology to help students learn twenty-first
century skills, like creativity and innovation, critical thinking and problem solving and
communication and collaboration (Harris, 2016).

An Effective Classroom: Technology Integration and Student-Centered Learning,

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Benefits of Technology Integration

I will use this type of technology integration in my future classroom, because it is
beneficial to students. First, this type of technology integration helps students learn better
(Harris, 2016). Using technology also improves the quality of student work (Harris,
2016, 34). Finally, technology integration helps students learn 21st century skills, which
will benefit students in their future work endeavors (Allvin, 2016).

Student-Centered Learning

The teaching paradigm I will use in my future classroom is student-centered

learning. This teaching method influences the classroom environment, curriculum

and assessment, student roles and teacher roles. First, the classroom environment
encourages interaction. The desks are arranged in groups to encourage group
communication. There is much interaction between students (Instructional design
approaches) and between the teacher and students (Constructivism as a paradigm
for teaching and learning). This interaction includes group work (Bradford, Mowder,
& Bohte, 2016) and direct interaction as a result of directed work outside of the
classroom (Bradford et al., 2016, 34), like FLIP learning (Bradford et al., 2016).
Second, the curriculum and assessments focus on the students through
flexibility, application and focus on process. The curriculum begins with main ideas,
instead of specific details, and isnt strictly set to allow for student questions and
interests (Constructivism as a paradigm for teaching and learning). Multiple
assessments throughout each unit (Instructional design approaches) measure the
learning process, as well as, final understanding (Constructivism as a paradigm for
teaching and learning). Furthermore, the curriculum and assessments connect to
real-life experiences (Instructional design approaches).
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Also, in student-centered learning, the students role is active, interactive and
responsible. The students are active participants in their learning (Constructivism
as a paradigm for teaching and learning) and explore the classroom (Instructional
design approaches). Students also interact with the teacher and other students
(Constructivism as a paradigm for teaching and learning). Finally, the students have
the responsibility to understand their learning experiences (Instructional design
approaches), continually evaluate themselves (Constructivism as a paradigm for
teaching and learning) and apply their learning to their life (Instructional design
approaches).
Finally, in this learning environment, the teachers role is facilitative,
encouraging and long lasting. First, the teacher learns their students current
knowledge and understanding (Constructivism as a paradigm for teaching and
learning). Then, the teacher creates a place of learning (Instructional design
approaches) by asking good questions (Constructivism as a paradigm for teaching
and learning), giving students good problems to solve (Instructional development
timeline) and teaching students active techniques (Constructivism as a paradigm for
teaching and learning). Next, the teacher creates learning experiences and helps
students learn from those experiences (Constructivism as a paradigm for teaching
and learning). The teacher also teaches students to find resources that help them
learn. Then, the teacher gives students opportunities to find and use these resources
(Bradford et al., 2016). The teacher also encourages interaction and group work.
Finally, the teacher provides students with positive reinforcement. This

An Effective Classroom: Technology Integration and Student-Centered Learning,

Rebecca Amacher
reinforcement can be incentive-based learning, self- and peer-evaluations
(Bradford et al., 2016, 36) or extra credit (Bradford et al., 2016).
There are many specific student-centered learning programs. A few examples
are Problem-Based Learning, Peer Led Team Learning and Process Oriented Guided
Inquiry Learning. Problem-Based Learning gives students academic knowledge
through their research and solution development to problems in the real world.
Peer Led Team Learning trains students assist other students academically
(QURESHI et al., 2016). Finally, Process Oriented Guided Inquiry Learning involves
small-group interaction where the learners identify the concept and refine its
meaning by critically exploring information (QURESHI et al., 2016, 445) through
teacher facilitation (QURESHI et al., 2016).

Example 1
Goals
This example will meet two goals. First, this activity will enable students to
Identify businesses and industries in the community and describe the products or
services provided (Technology_ACS.pdf.aspx, 72), which is a second grade technology
standard. This activity will also teach students Most people around the world work in
jobs in which they produce specific goods and services (SS-standards.pdf.aspx, 14).
This goal is a second grade social studies standard.

Curriculum
In this activity, I will first teach my students the definition of goods and services.
Then, each student will login to a computer or I-pad. Next, each student will use the
Internet to research the production of goods and services. Specifically, my students will

An Effective Classroom: Technology Integration and Student-Centered Learning,

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research the role of people, as part of their jobs, in the production of goods and services.
When the students finish their research, we will discuss, as a class, the information
theyve discovered. Next, each student will return to their computer or I-pad and find a
local business website. Each student will search their website and write down the
business name, product and if that product is a good or service. Finally, each student will
make a small poster with this information and present the poster to the class.

Environment
During this activity, the environment of my classroom will be student-centered.
The desks will be arranged in groups, instead of rows facing the front of the classroom.
Students will only need to face the front of the room during student presentations and my
short explanation of goods and services. The grouped desks will encourage students to
discuss their research with other students. In the classroom, there will also be a buzz of
interaction as students move from their desks to the computers and discuss their research
findings with other students and me (Constructivism as a paradigm for teaching and
learning).

Teacher and Student Roles

This activity contains several student-centered teacher and student roles. The first
teacher role is create a place of learning (Instructional design approaches) by asking good
questions (Constructivism as a paradigm for teaching and learning), giving students
good problems to solve (Instructional development timeline) and teaching students active
techniques (Constructivism as a paradigm for teaching and learning). The teacher will
also create learning experiences and help students learn from those learning experiences
(Constructivism as a paradigm for teaching and learning). Finally, the teacher will teach
students how to find resources that help them learn (Bradford et al., 2016). The first
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student role is students are active participants (Constructivism as a paradigm for teaching
and learning). Finally, in this activity, students, explore the place of learning
(Instructional design approaches).

Benefits

This example demonstrates the many benefits of using technology within a

student-centered classroom. First, students will remember the production of goods and
services longer. Since, the students researched and discussed the production of goods and
services themselves, which is student-centered learning, they will remember the
information longer than if a teacher gave the information to them. Students researching
and discussing themselves is student-centered learning and using computers to research is
technology integration. Second, students will be more interested in the topic (Bradford et
al., 2016), since they are the ones researching and discussing it. Finally, exploring the
production of goods and services through local business websites will help the students
apply the information to their lives. This application will help the students remember the
information better and become more interested in the information.

21st Century Skills

This activity includes the 21st century skills of informational literacy and ICT

literacy. Information literacy includes evaluating information (Information literacy P21). Since my students will research the production of goods and services on the
Internet, they will need to evaluate information. Before they begin their research, I will
teach them how to evaluate Internet resources. Then, while they research, I will walk
around the room and further instruct individual students about evaluating the resources
theyre looking at. Information literacy also includes using information accuratelyfor
the issue or problem at hand (Information literacy - P21, 1). My students will need to
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correctly use their research information to participate in the discussion about goods and
services and to make their poster about the production of goods and services at a local
business. ICT literacy includes using technology to research information (ICT literacy P21). Therefore, my students will use ICT literacy when they use computers or I-pads to
research the production of goods and services.

Example 2
Goals

This example will meet two goals. First, students will Participate in the creation

of media products (e.g., use appropriate communication tools with teacher assistance)
(Technology_ACS.pdf.aspx, 98), which is a second grade technology standard. In this
activity, students will also learn that Human activities alter the physical environment,
both positively and negatively (SS-standards.pdf.aspx, 14), which is a second grade
social studies standard.

Curriculum
In this activity, I will first have a lesson on how human activities alter the physical
environment positively and negatively. I will specifically teach my students about
pollution and waste. Then, I will put my students into groups of four or five. Each group
will login to a computer and research solutions to pollution and waste. Next, each group
will choose and further research one solution to pollution and waste. The group will find
information about what their solution is, how it positively affects the physical
environment and how it solves the problem of pollution and waste. Next, each group will
open Publisher and create a brochure that, using their research, advocates for their
solution. For example, if a group researches solar energy, they will explain what solar

An Effective Classroom: Technology Integration and Student-Centered Learning,

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energy is, how it positively affects the environment, how it solves the problem of
pollution and waste and, therefore, why other people should use solar energy. Finally,
each group will print their brochure, present it to the class and turn it in.

Environment
During this activity, the environment of my classroom will be student-centered.
The desks will be arranged in groups, instead of rows facing the front of the room.
Students will only need to face the front of the room during my brief lesson on human
activities modification of the physical environment and during student presentations.
Students will spend most of their time working in groups to research and make a
brochure. Clustered desks will enable students to effectively work in groups. Also, in this
classroom, there will be a buzz of activity and interaction (Constructivism as a paradigm
for teaching and learning; SS-standards.pdf.aspx). Students will move from the
computers to their desks. Students will discuss their research and brochure with their
group members and, later, the entire class. I will rotate between groups to help students
and students will ask me questions.

Teacher and Student Roles

This activity contains several student-centered teacher and student roles. The first

three teacher roles were also in the first activity. These roles are the teacher will create a
place of learning (Instructional design approaches) by asking good questions
(Constructivism as a paradigm for teaching and learning), giving students good problems
to solve (Instructional development timeline) and teaching students active techniques
(Constructivism as a paradigm for teaching and learning), the teachers will create
learning experiences and help students learn from those experiences (Constructivism as a
paradigm for teaching and learning) and the teacher will teach students how to find
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resources that help them learn (Bradford et al., 2016). But, this activity also contains one
teacher role the first activity didnt contain. In this activity, the teacher will encourage
group interaction (Bradford et al., 2016). The first two student roles were also in the first
example. These roles are students will be active participants (Constructivism as a
paradigm for teaching and learning) and students will explore the place of learning
(Instructional design approaches). But, this activity also contains one new student role. In
this activity, students will interact with others (Constructivism as a paradigm for teaching
and learning).

Benefits

This example demonstrates the many benefits of using technology within a

student-centered classroom. First, students will become more interested in the material
(Bradford et al., 2016) and remember the material longer, because theyre researching
and discussing the material themselves. Researching and discussing the material
themselves is student-centered learning and using computers to research is technology
integration. This student-centered learning is done through technology. Also, the fact that
students are working in groups will help them understand the topic better and enjoy the
topic more (Bradford et al., 2016). Some group members will understand the material
better than others, so discussing the material as a group will increase understanding.
Furthermore, some group members will enjoy the material more than others. Their
enjoyment will spread to the other group members, increasing interest in the topic. Group
work is student-centered learning and using computers during the group work is
technology integration.

An Effective Classroom: Technology Integration and Student-Centered Learning,

Rebecca Amacher

21st Century Skills

This activity contains several 21st century skills. First, this activity includes two

of the 21st century skills the first activity contained: informational literacy and ICT
literacy. This activity also teaches the 21st century skills of communication and
collaboration and critical thinking and problem solving. Communication and
collaboration include using multiple communication techniques, like oral, written or nonverbal communication (Communication and collaboration - P21). In this activity,
students will use written communication when they make their brochure and oral
communication when they present their brochure to the class. Communication and
collaboration also include communicating for many purposes, like to inform, instruct,
motivate or persuade (Communication and collaboration - P21). In this activity,
students will explain their topic, which is informing. Then, each group will explain
advocate for their topic, which is persuading. Finally, communication and collaboration
include the ability to work with other people (Communication and collaboration - P21).
In this activity, students will work with other students in groups to research their topic
and make a brochure. Critical thinking and problem solving include analyzing
information (Critical thinking and problem solving - P21). My students will analyze the
information they find in their research to determine solutions to pollution and waste.
Critical thinking and problem solving also involve solving problems (Critical thinking
and problem solving - P21). My students will solve the problem of pollution and waste
by researching solutions and advocating for one specific solution.

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Rebecca Amacher

Conclusion

An effective classroom can be achieved through technology integration in a

student-centered classroom. This is the teaching method Ive decided to use in my

classroom. Technology use in my classroom will be planned, purposeful and regular.
Technology will increase my students learning and teach them 21st century skills. In my
classroom, student-centered learning will include an interactive environment. This type of
learning will also include flexible, applicable and process-focused curriculum. Studentcentered learning will include active, interactive and responsible student roles, as well as
facilitative, encouraging and long lasting teacher roles. Finally, this technology
integration and student-centered classroom is seen in the goals, curriculum, environment,
teacher roles, student roles, benefits and 21st century skills of two examples. This studentcentered technology integration, that I plan to use in my classroom, produces effective
classrooms.

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References
Allvin, R. E. (2016). The push up of 21st century learning skills the answer has always
been in the early years. YC: Young Children, 71(3), 48-51.
Bradford, J., Mowder, D., & Bohte, J. (2016). You can lead students to water, but you
can't make them think: An assessment of student engagement and learning through
student-centered teaching. Journal of the Scholarship of Teaching & Learning,
16(4), 33-43. doi:10.14434/josotl.v16i4.20106
Communication and collaboration - P21 Retrieved from http://www.p21.org/aboutus/p21-framework/261
Constructivism as a paradigm for teaching and learning Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html
Critical thinking and problem solving - P21 Retrieved from http://www.p21.org/aboutus/p21-framework/260
Harris, C. J., Charlyque_Harris@gwinnett.k12.ga.us. (2016). The effective integration of
technology into schools' curriculum. Distance Learning, 13(2), 27-37.
Hsu, P. (2016). Examining current beliefs, practices and barriers about technology
integration: A case study. TechTrends: Linking Research & Practice to Improve
Learning, 60(1), 30-40. doi:10.1007/s11528-015-0014-3
ICT literacy - P21 Retrieved from http://www.p21.org/about-us/p21-framework/350
Information literacy - P21 Retrieved from http://www.p21.org/about-us/p21framework/264
Instructional design approaches Retrieved from
http://depts.washington.edu/eproject/Instructional Design Approaches.htm

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Rebecca Amacher
Instructional development timeline Retrieved from http://myecoach.com/project.php?id=12152&project_step=30139
QURESHI, S., BRADLEY, K., VISHNUMOLAKALA, V. R., TREAGUST, D. F.,
SOUTHAM, D. C., MOCERINO, M., & OJEIL, J. (2016). Educational reforms and
implementation of student-centered active learning in science at secondary and
university levels in qatar. Science Education International, 27(3), 437-456.
SS-standards.pdf.aspx Retrieved from
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-LearningStandards/Social-Studies/SS-Standards.pdf.aspx
Technology_ACS.pdf.aspx Retrieved from
http://education.ohio.gov/getattachment/Topics/Academic-ContentStandards/Technology/Ohio-s-2003-Academic-Content-Standards-inTechnolo/Technology_ACS.pdf.aspx

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