Jennifer Fetner

Essay
Question #1 Describe how a teacher can use their knowledge of student learning and technology
to design, manage, and facilitate a student-centered learning environment
There have been many discussions about the need for student-centered learning
environments rather than teacher-centered learning environments in the 21st Century. This
different way of thinking is a challenge for some educators. While some have jumped on board
and are doing an amazing job, others are lagging behind, not willing to make the changes
needed. Change is usually not something most people embrace happily, especially seasoned
educators.
Technology has become more prevalent in education than ever before. Education has
been transformed by the presence of technology in our society. Students do not learn the same
way they did years ago. Teachers now have to keep up with the increasing use of technology in
our society in order to keep the attention of the students. Fortunately, there are many ways
teachers can use technology to help design, manage, and facilitate a student-centered learning
environment.
Student inquiry learning has become very popular. This type of learning allows students
to choose what they want to learn about and then choose the way they will learn and show their
learning to others. Having technology readily available makes this approach much easier. This
method of instruction makes the learning environment open-ended and requires the teacher to
try a new approach to the subject matter rather than just using lecture. This method also gives
students choice and lets them learn something that is important to them. One way I have used
this in my own classroom was with a solar system unit we were studying. I allowed the students
to choose a planet of their choice. I then allowed them time on the iPads and computers to
research anything they wanted to learn about that planet. After they gained new knowledge, they
then chose how they wanted to present their new knowledge using a variety of technological
resources. Students presented their projects in various ways, for example some did PowerPoint
presentations, some used Tellagami, some did posters, and others made a video. My students
were engaged liked they had never been before. They were having fun and exploring in ways that
a regular lecture would not allow. Another approach to learning that educators may use is
problem based learning and project based learning. Both of these methods allow students to
solve a problem with the guidance of the teacher. The teacher plays the role of the facilitator, but
does not provide the information to help solve the problem. All of these methods allow teachers
to integrate technology into the lesson both for research and presentation.
Technology plays a very important role in our classrooms today. As we strive to make our
classrooms more student centered many things have to happen. First of all, technology has to be
readily available and we have to teach our students the etiquette of the internet. Students have to
understand how to be respectful to others when responding and collaborating together. The
computer is no longer a tool to lecture from, instead, the computer becomes the tool that students
use for learning. Many schools are becoming 1:1 device schools, where each student has a laptop

or iPad for learning. These devices when used correctly allow students to be actively engaged in
the lesson, assume the role of a researcher, and become more confident in using the technology
correctly.
There are also many applications available to further enhance your instruction. In my
classroom, I use several websites and applications that allow students to collaborate with each
other and share their work. One example is Kidblog. Kidblog is an educational blogging website,
where students can interact with the teacher, each other, and students from across the world. I
have used Kidblog in my classroom to pose questions, that they must then explore and research
to gain new knowledge. They then respond to the question and pose other questions for each
other. Its always fascinating to see the students interacting with each other to find a solution to
the problem. I have also used web-based games such as Kahoot in my classroom. Kahoot is a
game where the teacher creates a quiz and students respond to the questions from their devices.
One way that I have tried to make that activity student-centered is by challenging my students
to take a unit of study and create their own quiz. When they send me a quiz they have made, I
allow them to be the teacher and present the game to the class. The students love the
empowerment they feel when the other students are excited about something they have created
on their own.
While designing and implementing a student-centered learning environment certainly has
it challenges, managing it can be challenging as well. When you have students working at their
own pace, involved in different projects/learning activities, and using different forms of
technology, the room has to remain a learning environment so that success can be
accomplished. One way I do this is by using Class Dojo. Class Dojo is a web-based program that
allows students to earn and lose points as they work toward a goal. Expected behaviors are
taught and students earn prizes based on the points they earn. The Class Dojo app allows students
to have their own log in and account. They are able to create and change their avatar and they are
able to see their positive and negative behaviors. I think this allows them to take ownership for
their behavior and makes it more student-centered.
In conclusion, a student centered classroom is a positive step toward creating a 21st
Century learner. Students today are surrounded by technology and engaged in more social
connections than ever before. As educators, we must step up to the plate and work toward
making our classrooms a place where we can teach students how to be good problem solvers,
critical thinkers, and self-learners. Technology is a tool that we can use to do all of these things.
There are many web-based programs, applications, etc. that challenge students to think outside
the box. Our students are using technology daily, why not use what they know to engage them in
powerful learning experiences in our classrooms. Students need to know the importance of
why they need to learn. When they understand the purpose, they will engage in the task. When
we give students choice in their learning, they are more likely to gain new knowledge and enjoy
the process. We dont need to limit our students, we need to push them forward and encourage
them to be as successful as they can be. This can be accomplished by switching our thinking and
letting our students teach us what they know. We just have to guide their learning and be their
coach and facilitator that helps them reach their learning goal.

Question #2 Briefly describe how the NTeQ model incorporates an inquiry approach to learning.
The NTeQ Model is a model designed with ten, easy to follow, steps for creating an
integrated computer lesson. The model is intended to be implemented in a student-centered
learning environment. The model is set up as an inquiry learning model, where students work
together in collaborative groups. The NTeQ model has five components. The components
include: the teacher, the student, the lesson, the computer, and the learning environment. Each
component has a specific job. The teacher should be competent in technology and will act as the
facilitator and designer. The student will be responsible for researching and gaining new
experience with the technology. The computer is used as a tool to enhance learning. The lesson
should be student-centered and include something that students have to inquire about. Finally,
the environment should include multiple activities that also include many resources.
There are many aspects of the NTeQ model that make it similar to an inquiry approach to
learning. These aspects are seen through each step of the model. In step one, the teacher is
choosing specific objectives that will be met by the students. The objectives a teacher chooses
are objectives that require inquiry and requires students to solve problems. The objectives are
things that students must solve on their own, they arent teacher guided. Instead, they are student
led. In the next step of the process, the teacher specifies a problem. The problems are real world
guided and meaningful. When the problems come from the students world, they are more
meaningful and the students are more likely to engage in the inquiry process to solve the problem
they are presented. During this process, the NTeQ model suggests using think sheet to guide
students thinking and goals. The think sheets require the students to ask questions to guide their
learning. The think sheets allow the student to focus their learning and monitor their progress,
which makes the learning student-centered. One example of a think sheet would be a KWL chart.
The KWL chart allows the student to think about what they know, think about what they want to
know and then reflect on what they learned through the inquiry process.
Students also use the computer to research and analyze their data. At this point in the
model, some teachers may give the students the data, while other teachers may choose to let
students generate their own date through their experiments or observations. Through the research
and analysis step in the model, this is where students are doing a large part of inquiry. They have
to inquire about the problem they have been presented and they have to choose the method they
use to inquire. The computer serves as a tool during this process, as well as the library, books,
magazines, etc.
After students have completed their inquiry approach through research and analysis, they
are ready to design their presentation. This step is where inquiry learning becomes a part of the
process. In a teacher-centered learning environment, there would be no choice in this part of the
process. The teacher would assign the exact type of presentation and the students would have no
choice. However, in the NTeQ model, the students are able to choose how they will present the
material to their teacher and classmates. For example, students may choose to complete a written
report, create a video on the computer, make a poster, publish their results on a Wiki or blog,

complete a PowerPoint, etc. This is another example of how the NTeQ model incorporates
inquiry learning into the classroom.
The final step in the NTeQ model is the assessment. The assessment is not your typical
assessment with pencil and paper. The NTeQ model gives the students the choice in how they
complete their work, therefore, the assessment piece has to change to a rubric style grading
platform rather than a standardized test format. The students are given the rubric prior to
complete the inquiry process, so that they are aware of the requirements. The students use the
rubric as part of their planning process as they choose how to present their material. The
assessment process involves assessing an authentic task, which is another key aspect of inquiry
learning.
In conclusion, the NTeQ model requires a great deal of planning, collaboration, and
problem solving. The teacher has to assume the role of the facilitator and coach, while the
student has to take the role of the leader and take responsibility for their own learning. The
student must set out to solve the problem presented. The student has to plan out how they will
solve the problem using a variety of resources. They have to set goals, and record their steps
through the process. The students also have to gain new knowledge with technical resources as
they learn how to research and analyze data through experimentation. Students also work
collaboratively with others as they continue through the problem solving process. All of these
aspects require inquiry. There is no doubt that the NTeQ model incorporates inquiry learning
through each of its steps. This model requires a learning environment that is student-centered,
not teacher-centered. As a teacher, when students take charge of their learning, they are more
likely to be engaged in the process and retain the new knowledge they have gathered. The NTeQ
model can be successful in any classroom when implemented correctly. The NTeQ model can
transform a classroom into an inquiry based learning environment, where students are
responsible for their own learning. The NTeQ model allows for integrating the curriculum across
all content areas. Students can work in several subjects at a time as they solve one problem
presented to them. The NTeQ model is a must have for the 21st century classroom.