Abstract
Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.
TopProfessional Reflective Practice Questions
This chapter presents a professional reflective practice of strategies and approaches designed to support teachers to thrive in a technology-diverse learning environment that is focused on student-centered learning. A key component contributing to the success of the school -is the partnership created between the teacher and the student to share the ownership of the learning process. Ongoing professional reflective practice provided potential answers to the following questions:
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What successes and challenges are present in technology-diverse school environments?
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What supports are needed to find success in schools focused on student-centered learning?
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What pedagogical changes need to be considered to support student-centered learning and increased technology use?
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How can managed pedagogical change allow for the least disruptive transition to student-centered learning?
Key Terms in this Chapter
Student-Centered Learning Pedagogy: Focuses on the experiences and needs of the student through planning, instruction, grading, behavior management, teacher behavior, and student motivation.
Bring Your Own Device: A site-based school policy where students are encouraged to bring mobile technology from home to be used in school.
Non-Linear Learning: Learning that has been designed to ensure students can shape their learning through self-organization and self-organized criticality.
“At the Elbow” Support: Timely and effective technology professional development support provided to teachers that enabled teachers to focus on supporting students rather than troubleshooting technical failures.
Differentiated Learning: The creation of a learning environment where students are challenged to reach their full learning potential where strategies are implemented, which include whole class, small group and individual activities.
Reflective Practice: The activity of teachers reflecting upon their professional practice in order to improve student learning.
Technology Diverse Learning: K–12 classrooms with several types of technology used regularly to enhance teaching and learning.