Technology and Student Learning: Towards a Learner-Centered Teaching Model
Jared Keengwe, Grace Onchwari, University of North Dakota, United States ; Jacqueline Onchwari, University of Minnesota, Duluth, United States
AACE Review (formerly AACE Journal) Volume 17, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
There is need to reform teacher education programs through the creation of active learning environments that support and improve the depth and scope of student learning. Specifically, teachers should provide intellectually powerful, learner-centered, and technology-rich environments for students without undermining sound pedagogical practices. This paper explores a model that might improve education programs with a focus on three pedagogical areas: (a) Emphasis on a learner's unique identity; (b) Fostering learning through active learning activities; and (c) Integrating technology into classroom instruction. The focus on these areas is grounded on the need to establish a pedagogical model that requires teachers to think about what students are learning, the process of learning, the environments supporting student learning, and ways in which current learning position the students for future learning (Weimer, 2002). This paper is intended to stimulate reflections on ways to foster active, learner-centered environments to enhance meaningful learning in the classroom.
Keengwe, J., Onchwari, G. & Onchwari, J. (2009). Technology and Student Learning: Towards a Learner-Centered Teaching Model. AACE Review (formerly AACE Journal), 17(1), 11-22. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Asynchronous Online Graduate Public Policy Education: The Use of Dynamic Public Databases to Solve Problems and Advance Learning
Richard Doyle, Naval Postgraduate School, United States
Global Learn 2010 (May 17, 2010) pp. 1195–1201
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.