Lesson Proper for Week 7

HIGHER THINKING SKILLS IN IT BASED PROJECTS

Learning to improve Higher Order Thinking skills (HOTs) in students has become the main focus of the
21st century thinking skills framework. The application of HOTs is seen by many experts as the needs of
students in the learning process. Aside from being an obligation for learning to grow it, HOTs are needed
by students in the learning process. In line with this, Anderson and Krathwohl (2001) state that higher-order
thinking makes it easier for students to remember, understand, and apply in the learning process; and
support the deductive reasoning of students in thinking about answers or identifying and exploring scientific
examinations of facts.
The implementation of HOTs in the learning process will direct students to a deeper understanding of the
nature, justification, implications, and values of what is known, and contribute to learning motivation. Thus,
21st century learning should place HOTs as the needs of students. In 21st century learning, the teaching
and learning process is designed so that students consciously place HOTs as a tool as well as a goal.
HOTs can be activated when individuals face unknown problems, uncertainties, questions, or problems.
The situation in the process of learning and thinking plays an important role in the growth and development
of higher-order thinking skills. One situation that allows for the application and improvement of HOTs is
Project-Based Learning (PBL). Project-based learning facilitates students to be more independent in
building their own understanding, meaningfully representing their learning, and can contribute to improving
problem-solving skills
Higher Order Thinking skills
The word “thinking” is difficult to define because it connotes a variety of meanings. Webster’s Encyclopedic
Unabridged Dictionary (2001) provides several definitions related to thinking, namely that thinking is a
mental activity includes: enduring awareness, remembering, making rational decisions, evaluating
information, arranging ideas, making plans, evaluating actions, and challenging intelligence. Thinking as a
systematic transformation of mental representations of knowledge to characterize actual or possible world
conditions, and are often goal-oriented.
It is to be understood that these projects do not address all of the thinking skills shown previously in the
Thinking Skills framework. But these project present constructivist projects, containing the key element of a
constructivist approach to instruction, namely:

 the teacher creating the learning environment

Another important responsibility of the teacher is to develop a learning environment where students feel
motivated to learn within the boundaries and expectations of a safe classroom. By modeling and
encouraging a safe environment and purposeful rules, students feel motivated to do the right thing and
help one another.

 the teacher giving student the tools and facilities

There are a variety of online tools available to teachers. And though they all focus on something slightly
different; they can help make classroom instruction more effective.
Most online tools for teachers provide the option to both create and keep a grade book. Teachers can
upload assignments and keep track of their students' attendance. The tools also let teachers share grades
with parents. And since the syllabus and assignments are online, students will have access to the class
resources no matter where they are. The classroom is truly anywhere the teacher (or student) wants it to be.

 The teacher facilitating learning

. There are countless ways for an instructor to facilitate learning among their students, even in a virtual
classroom environment. But the term "facilitated learning" has taken on a philosophy all its own.
Facilitated student learning is not only a set of tools and strategies. It is also a way that teachers are
encouraging students to learn and absorb information in a way that is meaningful and relevant to them.
Facilitated learning replaces rote memorization with critical thinking, comprehensive understanding,
imaginative learning, and the appreciation for subtlety.
Facilitated learning is predicated on the idea that students will perform better in a learning environment
when they are empowered to make their own decisions, respected as individuals, and trusted with personal
responsibility.
Project-Based Learning
Project-Based Learning is one student-centered learning and gives it the opportunity for in-depth
investigation through real-world exploration. Project-Based Learning as a comprehensive approach to
learning and teaching in class designed to involve students in the investigation of authentic problems.
Project based learning can be done individually or in groups over a period of time, and produces output
(product, presentation, or performance)
Four types of IT-Based projects conducive to develop higher thinking skills and creativity among learner.
1. Resource-based Projects the teacher steps out of the traditional role of being a content expert and
information provider, and instead lets the student find their own facts and information.
2. Simple Creation student can also be assigned to create their software materials to supplement the
need for relevant and effective materials. Creating is more consonant with planning, making, assembling,
designing, or building. Creativity is said to combine three kind of skills/abilities:
· ANALYZING
· SYNTHESIZING
· PROMOTING
To develop creativity, the following five key tasks may be recommended:
· Define the task
· Brainstorm
· Judge the ideas
· Act
· Adopt flexibility
Guided Hypermedia Projects
As an instructive tool, such as in the production by student of a power-point presentation of a selected topic.
As a communication tool, such as when student do a multimedia presentation (with text, graph, photos,
audio, narration, interviews, video clips, etc. to simulate a television news show.
Web-Based Projects
Students can be made to create and post webpages on a given topic. But creating webpages, even single-
page webpages may be too sophisticated and time-consuming for the average student.
Higher Thinking Skills in IT, 2018
Lesson Proper for Week 8
COMPUTER AS INFORMATION AND COMMUNICATION
The use of information and communication technologies (ICT) is now an integral part of modern society.
Information is regarded as a valuable asset for all individuals. The ability to construct knowledge from the
information gathered is by and large seen as a vital survival skill. No one can deny that the immediate
future of Hong Kong is also dependent upon its transformation into an information-based or knowledge-
based society, where information processing, knowledge management and creation are essential features.
The ICT Curriculum, a curriculum with a practical orientation in the new senior secondary curriculum, is
intended to develop the ICT abilities of senior secondary students to a high enough level to meet the new
socio-economic needs including the need to keep pace with the world’s on-going rapid advancement. Our
future students need to be confident, creative, ethical, and effective users of new technologies, particularly
ICT. They need to possess the knowledge, skills, and attitudes necessary to apply them effectively, to cope
with change, and be aware of the impact of these technologies on society.
THROUGH COMPUTER TECHNOLOGY:
Educators saw the amplification of learning along with computer literacy. Much like reading, the modern
student can now interact with computer messages; even respond to questions or to computer commands.
Like writing, the learner can form messages using computer language or programs. Soon computer-
assisted instruction (CAI) was introduced using the principle of individualized learning through a positive
climate that includes realism and appeals with drill exercises that use color, music, and animation. But the
evolving pace of innovation in today’s information age is so dynamic that within the first decade of the 21st
century, computer technology in education has matured to transform into an educative information and
communication technology (ICT) in education.
The Rise of Personal Computer (PC)
With a computer in the classroom, teachers are able to:
1. Demonstrate a new lesson, present new material
2. Illustrate how to use new programs
3. Show new websites
Instructional media
Educational communication media consist of audio-visual aids, Examples are the blackboard, photo, film,
and video. comprise the media of communication using the print, film, radio television, or satellite means of
communication.
The programs (capabilities) normally installed in an ordinary modern PC are:

1. Microsoft Office – a program for composing a text, graphics, photos into letters, articles, reports, etc.
Powerpoint – for preparing lecture presentations. Excel – for spreadsheets and similar graphic sheets.
2. Internet Explorer – access to the internet.
3. Yahoo or Google – websites; e-mail, chat rooms, blog sites, news service (print/video) educational
software etc.
4. Adobe Reader –graphs/photo composition and editing.
5. MSN – mail/chat messaging.
6. Windows media player – CD, VCD player.
7. Cyber Power – DVD player
8. Windows media player – editing film/video.

ICT is an acronym that stands for Information Communications Technology. What is ICT?
Information and Communications Technology -ICT covers any product that will store, retrieve, manipulate,
transmit or receive information electronically in a digital form -diverse set of technological tools and
resources used to communicate, and to create, disseminate, store, and manage information. -include
computers, the Internet, broadcasting technologies (radio and television), and telephony.
How can ICTs help expand access to education?
· ICTs make possible asynchronous learning, or learning characterized by a time lag between the
delivery of instruction and its reception by learners.
· Online course materials, for example, may be accessed 24 hours a day, 7 days a week.
· Teachers and learners no longer have to rely solely on printed books and other materials in physical
media housed in libraries (and available in limited quantities) for their educational needs.
· ICTs also facilitate access to resource persons—mentors, experts, researchers, professionals,
business leaders, and peers—all over the world.
How can the use of ICTs help improve the quality of education?
1. Motivating to learn -ICTs such as videos, television and multimedia computer software that combine
text, sound, and colorful, moving images can be used to provide challenging and authentic content that will
engage the student in the learning process.
2. Collaborative learning. -ICT-supported learning encourages interaction and cooperation among
students, teachers, and experts regardless of where they are.
3. Creative Learning. - ICT-supported learning promotes the manipulation of existing information and the
creation of real-world products rather than the regurgitation of received information.
4. Integrative learning. -ICT- enhanced learning promotes a thematic, integrative approach to teaching
and learning. This approach eliminates the artificial separation between the different disciplines and
between theory and practice that characterizes the traditional classroom approach.
5. Evaluative learning. -ICT-enhanced learning is student- directed and diagnostic. Unlike static, text- or
print-based educational technologies, ICT-enhanced learning recognizes that there are many different
learning pathways and many different articulations of knowledge. ICTs allow learners to explore and
discover rather than merely listen and remember.
THE USES OF ICTS IN EDUCATION
Each of the different ICTs— print, audio/video cassettes, radio and TV broadcasts, computers or the
internet—may be used for presentation and demonstration, the most basic of the five levels.
How have radio and TV broadcasting been used in education?
There are three general approaches to the use of radio and TV broadcasting in education:
1. Direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;
2. School broadcasting, where broadcast programming provides complementary teaching and learning
resources not otherwise available; and
3. General educational programming over community, national and international stations which provide
general and informal educational opportunities.
How have computers and the Internet been used for teaching and learning?
General Approaches to the instructional use of computers and the Internet
· Learning about computers and the Internet, in which technological literacy is the end goal;
· Learning with computers and the Internet, in which the technology facilitates learning across the
curriculum; and
· Learning through computers and the Internet, integrating technological skills development with
curriculum applications
 Lesson Proper for Week 9
COMPUTER AS A TUTOR
This generation, technology is very important. Technology has a big role especially us as a future teacher.
Technology has a many advantage especially in teaching. The teachers used the technology as their
pattern in teaching. Like for example, the teacher uses laptop, projector, and speakers in teaching.
Why the computer makes as a tutor?
The teacher is not perfect. He/she do not know everything in this earth and only books their reference in
their teaching. That is why a big blessing to all teachers that the technology today is keep on developing
because they can search in the internet about their lessons to add on in knowledge.
Reminder: Computer CANNOT totally replace the teacher.
The teacher MUST:

 Ensure that students have needed knowledge and skill for any computer activity.
The teacher should teach first the students on how to manipulate the computer so that they have
knowledge on how to use it properly. Introduce them also the basic usage of computer such as the
software.
 Decide the appropriate learning objectives. The teacher should make an appropriate objective in
using the computer. Example after the activity the student should be able to know on how to manipulate
Microsoft word. The teacher should introduce the objectives before he/she let the students manipulate
the computer.
 Plan the sequential and structured Activities to achieve objectives. The teacher must plan First what
he/she going to introduce. He/she must go first to the basic one until to the complicated.
 Evaluate the student’s achievement by ways of tests the specific expected outcomes. After the
activity the teacher should evaluate the students by giving them some projects to make. Like for example,
the teacher will give a project by letting them to make a calendar using excel.

Roles as learners:

 Receive information. After the activity the learners can get some information about the computer.
 Understand instructions for the computer activity. They should understand the instructions and the
objectives of the computer.
 Apply the knowledge and rules for computer activity. They can apply and impart their knowledge
about the computer.
 Apply the knowledge and rules during the process of computer learning.

Computer's roles:

 Acts as a sort tutor. The computer acts as a tutor because they can get some knowledge from the
computer by searching some information using internet.
 Provides a learning environment
 Delivers learning instructions
 Provides a learning environment
 Delivers learning instruction
 Reinforces learning through drill and practice
 Provides feedback

CAI integrated with Lessons

 CAI computer learning should not stop with the drill and practice activities of students
 CAI works best in reinforcing learning through repetitive exercises such that students can practice
basic skills or knowledge in various subject areas
 In these programs, the computer presents a question/problem first and the student is asked to
answer the question/problem. Immediate feedback is given to the student’s answer.

When and how can teachers integrate drill and practice programs with their lessons?
 Use drill and practice programs for basic skills and knowledge that require rapid or automatic
response by students
 Ensure that drill and practice activities conform to the lesson plan/curriculum.
 Limit drill and practice to 20-30 minutes to avoid boredom
 Use drill and practice to assist students with particular weakness in basic skills

The tutorial software should be able to:

 Teach new content/information to students

 Provide comprehensive information on concepts in addition to practice exercises
 Can be effectively used for remediation, reviewing or enrichment
 Allow the teacher to introduce follow-up questions to stimulate students’ learning
 Permits group activity for cooperative learning

SIMULATION PROGRAMS

 These are another kind of software that is constructivist in nature.

 Teaches strategies and rules applied to real-life problems/situations
 Asks students to make decision on models or scenarios
 Allows students to manipulate elements of a model and get the experience of the effects of their
decisions

INSTRUCTIONAL GAMES
While relating to low-level learning objectives, instructional computer games add the elements of
competition and challenge.
PROBLEM-SOLVING SOFTWARE
These are more sophisticated than the drill and practice exercises and allow students to learn and improve
on their problem-solving ability. Since problems cannot be solved simply by memorizing facts, the students
have to employ higher thinking skills such as logic, recognition, reflection, and strategy- making.
MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS
A multimedia encyclopedia can store a huge database with texts, images, animation, audio and
video. Students can access any desired information, search its vast contents and even download/print
relevant portions of the data for their composition or presentation.
Electronic books provide textual information for reading, supplemented by other types of multimedia
information (sounds, spoken words, pictures, animation). These are useful for learning reading, spelling
and word skills
CONCLUSION
The computer is a tutor in this new age of learning. It does not replace the teacher, although it assumes
certain roles previously assigned to teachers who now has to take the new role of facilitator and guide.
Integrating computer exercises is the new task of the teacher who can find in the computer and computer
software an alternative medium to the traditional classroom practice of delivering information and
supporting learning activities.
 Lesson Proper for Week 10
COMPUTER AS THE TEACHER’S TOOL
In the previous lesson, we saw how the computer can act as a tutor, particularly a long a behaviorist and
cognitive at approach to a learning. But we also saw how certain computer software programs have been
developed to foster other thinking skills and creativity.
In the Lesson, we shall again look at the computer, but this time from another perspective the computer as
the teacher’s handy tool. It can in fact support the constructivist and social constructivist paradigms if
learning.
Constructivism was introduced by Piaget (1981) and Brunet (1990). They gave stress to knowledge
discovery of new meaning/concepts/principles in the learning process. Various strategies have been
suggested to foster knowledge discovery, among these, is making students engaged in gathering
unorganized information from which they can induce ideas and principles. Students are also asked to apply
discovered knowledge to new situations, a process for making their knowledge applicable to real life
situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially
constructed. Social constructivism is an effort to show the construction of knowledge is governed by social,
historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has
predetermined point of view according to the social perspectives of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He therefore, suggested
the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or
complement what the learner sees in a given class project. In addition, Dewey sees language as a medium
for school coordination and adaptation. For Dewey human learning is really human languishing in that
occurs when students socially share, build and agree upon meanings and knowledge.
SUMMARY OF THE TWO LEARNING PERSPECTIVE
Learning
Framework Constructivism Social Constructivism
Knowledge is Knowledge is
Assumption constructed by the constructed within s
individual social context
Students build
Definition of Students build their
knowledge influenced by
Learning own learning
the social context
Gather unorganized Exchange and share
Learning
information to create form ideas, stimulates
Strategies
new concept/principle thinking
General Personal Discovery of Student discuss and
Orientation Knowledge discover meanings
Two alternative job
offers Option 1-8
Example 8*5-8+8+8+8
hrs./day for 6
days/weeks

THE COMPUTERS CAPABILITIES

Given its present-day speed, flexibility and sophistication, the computer can provide access to information,
foster creative social knowledge-building, and enhance the communication of the achieved project
package. Without the computer today’s learners may still be assuming the tedious task of low-level
information gathering, building new knowledge packaging. But this is not so, since the modern computer
can help teacher-and-students to focus on more high-level cognitive tasks.
Based on the two learning theories, the teacher can employ the computer as a/an:

 An information tools
 A communication tools
 A constructive tool
 As co-constructive tool
 A situating tool

It is now easier for teachers to provide avenues in which higher-level of thinking can be achieve by students
since computers now can have problem-solving and simulation programs installed in it. Specifically, a
computer can be used by the teacher:

 as an informative tool – A computer can provide vast amounts of information in any form (text,
graphics, sound or video). With the Internet, a computer can provide global information on anything.
Computer alone is helpful but with the Internet, it becomes even better. A teacher can use this to teach
his/her students develop researching and evaluative skills (choose among sources which is/are reliable).

The learner itself provides an enormous database from which user an access global information resources
that includes the latest news, weather forecasts, airline schedule, sports development, entertainment news
and features has well as educational information directly use to learners. The Internet on Education can be
sourced for kinds of educational resources on the internet.
Along the constructivist’s point of view, it is not enough for learners to download relevant information using
the computer as information too. Students can use catered information for composition or presentation
projects as may be assigned by the teacher.

 as a communication tool – With Internet, communication has become better. A teacher can have
a virtual class thus defying space and still pursue the teaching and learning process. Given the fact that
the internet can serve as a channel for global communication, the computer can very well be the key tool
for video teleconferencing sessions.

 as a constructive tool – With the programs installed in the computer, students can construct their
own works. They can organize their ideas into multimedia presentations or through texts. A teacher can
use the computer to allow his/her students to develop their own concepts or express themselves through
computer creativity activities.

The computer itself can be used for manipulating information, visualizing one’s understanding, and building
new knowledge. The Microsoft Word computer program itself is desktop publishing software that allows
user to organize and present their ideas in attractive formats.

 as a co-constructive tool – Students cannot only do an original work in the computer but they also
can share their works with others. The teacher can make use of this computer function to develop
cooperation among his/her students.

Students can use co-constructive tools to work cooperatively and construct a shared understanding of new
knowledge. One way of co-construction is the use it f the electronic whiteboard where students may post
notices to a shared document/whiteboard. Students may also cover it the same document from their homes.

 as a situating tool– By means of virtual reality (RS) extension systems, the computer can create 3-
D images on display to give the user the feeling that are situated in virtual environment. A flight
simulation program is an example of a situating tool which places the user in simulated flying
environment.

Multi-User Domains or Dungeons (MUDs), MUD Object-Oriented (MOOs), and Multi-User Shared
Hallucination (MUSHs) are examples of situating systems. MUDs and MOOs are mainly text-based virtual
reality environments on the internet. When users log on to a MOO environment, they may interact with the
virtual reality (such as by writing on a notice board) through simple text-based commands. A school-to-
school or classroom-to-classroom environment is possible whereby the user can choose to walk around the
campus, talk with other users who are logged to the same site.
To caution users, the computer as a situating tool is news and still undergoing further research and
development.
STUDENT-CENTERED LEARNING
Information Technology in Support of Student-Centered Learning, John Dewey one of the educational
educators argued for a high active and individualized pedagogical methods which place the student at the
 center of the teaching-learning process. We shall see how the teacher can expand his options to make
himself more effective and relevant in the 21st millennium information age.
Suggestions shall be made on how a Student-Centered Learning (SCL) can be supported by Information
Technology (IT):
•The traditional classroom - necessitated by the need to maintain classroom discipline and also allow the
teacher to control classroom activities through lecture presentation and teacher –led discussions.
• The SCL classroom – John Dewey described learning as a process in which the teacher pours
information to student. Direct instruction – based on the long-accepted belief that the teacher must perform
his role of teaching so that learning can occur.
Information and Communication Technologies – desiring to gain effectiveness, efficiency and economy
in administration and instruction. The students have now become active not passive learners, who can
interact with other learners Demonstrating independence and self-awareness in the learning process.
In general: new school classroom environment is characterized by students individually/ groups.

 performing computer word processing for the text or graphs presentation

 Preparing power-point
 searching information from the internet
 brainstorming ideas, problems and project plans as needed teacher facilitating instruction, gives
individualized instruction, to serve individual needs.

Given this new trend in teaching-and-learning the option has now been opened for modern teacher to shift
gears to student-centered learning
 Lesson Proper for Week 11
STUDENTS SUPPORT FROM INFORMATION AND TECHNOLOGY
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 highly active and individualized pedagogical methods which
place the student at the center of the teaching-learning process.
In this Lesson, we shall see how the teacher can expand his options to make himself more effective and
relevant in the 21st millennium information age. In particular, the lesson shall respond to questions on
student-centered learning approaches in the classroom. From the traditional teacher-centered learning
approach, practical helps on the designing and adapting student learning activities shall be examined.
In addition, suggestions shall be made on how a student-centered classroom (SCL) can be supported by
information technology (IT)
Learner-Centered Teaching "When students aren't involved in a discussion and it's only the teacher who
do most of the talking then therefore, learner-centered teaching doesn't take place."
What is technology in education?
•A tool for learning.
•Should be integrated across the curriculum.
•Computers belongs to classrooms rather than laboratories.
•Classrooms should be connected to the Web.
•Teacher training should focus on curriculum as well as on skills.
LEARNING ENVIRONMENT
The Traditional Classroom Teacher-Centered)
It may be observed that classroom is usually arranged with neat columns and rows of student chairs, while
the teachers stand in front of the classrooms or sits behind his/her desk. This situation is necessitated by
the need to maintain classroom discipline and also to allow the teacher to control classroom activities
through lecture presentation and teacher led discussions.

Noticeably, however, after spending so many minutes in lesson presentation and class management,
students can get restless and fidgety. Often enough, the teacher has to lack mange 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 work sheets can help the situation.
Another option is now presented and this adopting the idea of developing students to be independent
learners with the end of making them critical and creative thinkers.
The SCL classroom (New Learning Environment: Student-Centered)
John Dewey has described traditional learning as process in which the teacher pours information to the
student learners, much like pouring water from a jug into cups. This is based on the long-accepted belief
that the teachers 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 begun to change. Of course, this change may not be strongly felt in many countries in which the
economy no longer depends primarily on factory workers who repetitive work without thinking on the job.
The traditional classroom and direct instruction approach to learning conform to this kind of economies.
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 an awareness in the
learning process.
Generally, the new school classroom environment is characterized by student individual to or in groups:

 performing computer word processing for text or graph presentation

 preparing power-point presentation
 searching information on the internet
 brainstorming on ideas, problems and project plans as needed, the teacher facilitating instruction,
also gives 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 if peers since the computer have program for test
evaluation and computerized scoring of results.
Given this new trend in teaching-and-learning, it must be pointed out. however, that 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.
In traditional classroom settings, teachers lecture while their students sit passively listening and watching,
perhaps one student at a time might be called upon to reflect or answer a question. Today, this is known as
a “teacher-centered” approach to learning. This typically occurs when there is no use of technology in the
classroom.
In contrast, a “student-centered” approach shifts the focus of activity from the teacher to the learners. The
teacher moves into a facilitator role and pays close attention to each student’s interests, abilities, and
learning styles.
Common student-centered learning activities include:

 active learning (problem solving, answering questions, discussing, formulating questions, debating)
 cooperative learning (collaboration with classmates)
 inquiry-based instruction
 project-based learning

These approaches personalize the learning process and significantly increase student involvement in two
dimensions: breadth of individualized activities, and number of students participating concurrently. It
encourages flexibility and adaptability, and fosters individual growth and development.
Technology provides educators essential tools to create a student-centered learning environment. The
careful integration of technology into the classroom provides teachers and students with a limitless number
of educational resources that transform learning – inspiring creativity, collaboration, and critical thinking.
Research shows that a blended or hybrid approach to instruction is ideal for the 21st century learner. A
blended approach takes advantage of the best features of both face-to-face and online educational
resources. It is achieved through the careful balance of a variety of instructional approaches.
Successfully integrating technology and creating a blended, student-centered learning environment is no
easy task. It requires a thorough analysis of curriculum and a critical examination of pedagogy. While there
is no best way to create this environment, determining which tools to use and how to use them requires
elements of creativity, experimentation, collaboration, and patience.
Today’s instructional technologies are extremely dynamic – constantly evolving to strengthen the
educational impact on students and teachers. Teachers need to be flexible to this reality, trying different
tools and assessing student learning and engagement as they do. This type of experimentation initially can
be discomforting to teachers. It is important that schools provide the necessary support to help them be
successful in this experimental process.
Partnering with the right instructional technology coach is a definitive way to provide this structured support
and guidance to teachers. The integration of technology then becomes less daunting, and teachers gain
confidence. This confidence provides the essential fuel to transform their pedagogical approaches and in
turn create a more student-centered, blended learning environment for their students.