Lesson 12 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 educator 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 classrooms are usually arranged with neat columns and rows of student chairs or desks, while the teacher stands in front of the classroom or sits behind his table. This situation is necessitated by the need to maintain classroom discipline, also 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 it is that the approach in learning, however, is the fact that the world's societies have begun to change. It may not be felt strongly to countries in which on countries who depends mostly their economy to factory workers. Traditional and direct instruction is very useful in these countries.

             In contrast, industrialized societies we find knowledge-based economies in which workers depend on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, demonstrating independence and self-awareness in the learning process.