1. INFORMATION
TECHNOLOGY IN
SUPPORTING OF
STUDENT-CENTERED
LEARNING
PREPARED BY:
DE JESUS, SHELAH
FERRER, MARY JOY
REYES JOANNA

2. 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 addition, suggestions shall be made on how a
student-centered classroom (SCL) can be supported
by information (IT).

3. 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.
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. To prevent this situation, teachers often make
students take time to work individually on worksheets
can help the situation.

4. The SCL Classroom
John Dewey has described traditional learning as a process in
which the teacher pours information to students 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 world’s societies have began to
change. Of course, this change may not be strongly felt in many
countries in which the economy longer depends primarily on
factory workers who do repetitive work without thinking on the
job. The traditional classroom and direct instruction approach to
learning conform to this kind of economies.

5. In contrast, in 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 and instruction, schools in these
developed economies have also adopted the support
of ICTs. Their students have now become active not
passive learners, who can interact with other learners,
demonstrating independence and self-awareness in
the learning process.

6. Generally the new school classroom environment is
characterized by student individually or in groups:
1. Performing computer word processing for text or graph
presentations
2. Preparing power-point presentation
3. Searching for information on the internet
4. Brainstorming on ideas, problems and project plans
5. 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
results.

7. Given this new trends in teaching-and-learning, it
must be pointed out, however, the traditional
classroom activities – especially in less developed
countries-will continue to have a strong place in
the classroom. In spite of this setback experienced
in some countries, the option has now been
opened for the modern teacher to shift gears to
student centered learning.