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Student-Centered Learning with Technology

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Shira Carroll

on 25 June 2016

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Transcript of Student-Centered Learning with Technology

June 2016
6th Grade Teacher/AGI
Teacher-Centered Learning
1. Teachers Teach.
2. Students Take Notes.
3. Students Take Tests.
What does it look like?
Student-Centered Learning with Technology
By Shira Carroll
Student-Centered Learning
•Learning how to learn independently
•Developing the communication skills needed to collaborate with others
•Taking more control for their learning
•Teaching others
•Making presentations
•Developing life-long learning skills
•Developing their metacognitive skills—knowing what they know, do not know or
•Developing the ability to evaluate themselves, peers, and the teacher
SCL in 6th Grade Language Arts
TCL in 6th Grade Language Arts
SCL in 6th Grade Language Arts with a Tech Twist!
Standard - CC.1.4.6.U
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Standard - CC.1.4.6.W
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and providing basic bibliographic information for sources.
FAQs (and answers)
Using technology in the classroom is a skill. It needs to be taught, just like Reading, Writing, and Math. Effective teachers find ways to incorporate technology in ways that will be most beneficial to students and their learning.
Journal of the Scholarship of Teaching and Learning, Vol. 14, No. 3,
August 2014, pp. 46–63.doi: 10.14434/josotl.v14i3.5065

1. Teacher assigns reading.
2. Students read and answer comprehension questions.
3. Teacher reviews answers to questions with whole class.
4. Upon completion of book, Students take a Summative Book Test.
1. Teacher assigns writing prompt.
2. Teacher teaches whole group lessons in writing skills.
3. Students work on writing independently.
4. Teacher edits student writing.
**Students are bored and teachers are tired!
1. Teacher guides students to choose reading material at their level.
2. Students read at their own pace and complete an Interactive Response Journal.
3. Students meet in small groups or partners to discuss journals.
4. Teacher leads small groups to practice applying reading skills.
5. Upon completion, students apply reading skills to another text.
1. Teacher assigns writing genre.
2. Students choose a topic that they are passionate about.
3. Teacher leads mini lessons in writing skills.
4. Students apply skills to their writing.
5. Students meet in partners or small groups to share/edit/revise writing.
6. Teacher holds writing conferences.
7. Students share completed writing (and eat cookies).
**Students are engaged. Learning is meaningful. And cookies...
Share writing on Google Docs and use Comments to edit/revise
Participate in Online Literature Circles on Google Classroom
Collaborate on a Prezi about Shared Reading
Practice Vocabulary on Quizlet
Create a Grammar Quiz on Kahoot
Create an iMovie commercial as an Argument Writing piece
The POSSIBILITIES are endless!
But Also Because We have to...
How can we effectively integrate technology with over 200 students sharing 60 devices?

How can I ensure my students will use technology appropriately?
(more on this in a minute)

What if I need technology help?
•Images should not be resized, cropped, or changed in context without explicit permission.
•Photos of recognizable people require written permission if they are to be broadcast.
•Scanning or digitizing work is considered reproducing it, and requires prior permission if shared publicly. Other rights may be covered by patent law, such as copying code.
•Music and video downloads can be very problematic. It is wisest to use pre-approved sites such as iTunes.
Computer program appearance, graphics and sound may be protected from copying, depending on the company’s licensing agreements.

Farmer, L. S. (2011). Information Technology and Fair Use. International Journal of Adult Vocational Education and Technology (IJAVET), 2(1), 1-12. doi:10.4018/javet.2011010101
Teach Students to use Technology The Right Way
A Few Rules
1.The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes;
2.The nature of the copyrighted work;
3.Amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. The effect of the use upon the potential market for or value of the copyrighted work.
Fair Use Exceptions
Bishop, C.F., Caston, M. and King, C. (2014). Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection. Journal of the Scholarship of Teaching and Learning, Vol. 14, No. 3,August 2014, pp. 46–63.doi: 10.14434/josotl.v14i3.5065

Farmer, L. S. (2011). Information Technology and Fair Use. International Journal of Adult Vocational Education and Technology (IJAVET), 2(1), 1-12. doi:10.4018/javet.2011010101

Kayler, M.A, Sulliva, L. (2011). Integrating Learner-Centered Theory and Technology to Create an Engaging Pedagogy for K-12 Students and Teachers. Journal of Technology Integration in the Classroom, Vol. 1, No. 1, March 2011

View Standards. (2016). Retrieved June 25, 2016, from https://www.pdesas.org/Standard/View#

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