Student Centered Learning Through Technology

International Society for Technology in Education (ISTE) Standard 5

5. Engage in professional growth and leadership – Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.

Program Standard 1

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Element – Demonstrating Knowledge of Content and Pedagogy

1.1 Example of Proficient – Teacher recognizes the value of understanding students’ interest and cultural heritage and displays this knowledge for groups of students.

The use of technology in education has always been a hotly debated subject. Some believed that children should worry more about gaining prescribed knowledge and that the use of technology is unnecessary in that pursuit. Certainly, students can learn literacy, math, science, social studies, and history without it but does that mean that they should have to? Opponents to the implementations of technology in schools argue that it distracts students from their studies because they are used to using it for entertainment (Evans, 2008, 308). If that is the case, then shouldn’t educators take it upon themselves to help students understand what a powerful learning tool it can be? Others argue that young students cannot handle the rigors of digital citizenship and should be taught a strong moral conduct before being allowed to go online at school (Evans, 2008, 307). However, students will be exposed the internet regardless and if it is done in school from an early age teachers can help students understand their role as a responsible member of a digital community. Finally, those who oppose early exposure to technology indicate that students should be exposed at a much older age so that they do not have to learn soon-to-be obsolete technology at a young age (Evans, 2008, 311). Contrarily, it would benefit students to be well equipped to adapt to new technologies, as they are quick and ever changing.

With the prevalence of technology in everyday life, it seems that a more pertinent question should be how should educators integrate it into the classroom. One objection to the use of technology that actually holds some credence is that it can be distracting for students. However, when introduced and used in a meaningful way it can transform learning. One tool that teachers can use when deciding when to integrate technology into the classroom is the SAMR Model for Technology Integration. At the bottom of this taxonomy is substitution where the use of technology would not result in any functional change. Next is augmentation where it would act as a substitution but would also provide functional improvement. One step up on the taxonomy is modification where the task at hand can be significantly redesigned. At the top is redefinition where the teacher is able to use technology to create a new meaningful experience for children that would have been inconceivable without it (Puentedura, 2014). Sometimes the use of technology can be justified even if it just provides a substitution but teachers need to be aware in those cases that it might not be the best option and could lead to distractions. If the technology can redefine learning then there is no question that it should be implemented into the classroom. Another benefit is that it has the potential to ignite student-centered learning and provide them with a stronger connection to the content. There are so many different ways that technology can be seamlessly integrated into a child’s education to transform and redefine his or her learning experience.

One way to redefine education through technology is through epistemic learning programs. David Williamson Shaffer, Kurt Squire, Richard Halverson, and James Gee argue that computer simulations can be a great learning tool and that they are “the most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time” (Evans, 2008, p. 296). Although programs like these are not used in school yet, the authors believe that some video games can act as a framework for future developers. These researchers believe that if developers make learning programs that require the same level of higher reasoning and practical knowledge as certain epistemic video games do that it can help students develop important skills. They maintain that education should integrate learning not only through a mere transmission of facts to be memorized but also through the development of skills. They assert, “We learn by doing—not just by doing any old thing, but by doing something as part of a larger community of people who share common goals and ways of achieving those goals” (Evans, 2008, p. 299). Having students participate in communities within virtual realities can expose them to experience that they otherwise would not be able to achieve in school. For example, students can actually participate in societal issues like politics by participating in the process. Instead of passively learning about how different political systems function they can actively partake of a reality where they are exposed to it and can influence it. This kind of learning has the potential to transform learning and provide children with a more dynamic and student-centered education. This does not mean that technology should replace standard models of teaching but that it should be a meaningful part of the curriculum.

Evans, D. L. (Eds.).  (2008). Taking sides: Clashing views in teaching and educational practice. Dubuque, IA: McGraw-Hill/Dushkin.
Puentedura, R. (2014). SAMR and Bloom’s Taxonomy: Assembling the Puzzle. Common Sense Graphite. Retrieved from

Teaching Students Digital Citizenship

International Society for Technology in Education (ISTE) Standard 4

4. Promote and model digital citizenship and responsibility – Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

Program Standard 1

1. Expectations – The teacher communicates high expectations for student learning.

1.2 Element – Communicating with Students

1.2 Example of Proficient – Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

Digital Citizenship

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The internet has become an integral part of education as it enables more dynamic classroom learning. However, it also poses risks to young students and the laws and codes of acceptable conduct can be confusing. It is important for teachers to help children understand the importance of safe, responsible use of online resources. On the International Society for Technology in Education website, Mike Ribble describes essential elements to consider when navigating the web. These fundamentals are meant to provide teachers with a way to approach the subject with students and ensure that they are covering all of the pertinent information. Ribble (2014) suggests that there are nine basic components to digital citizenship:


1.Digital access: Advocating for equal digital rights and access is where digital citizenship starts.

2.Digital etiquette: Rules and policies aren’t enough — we need to teach everyone about appropriate conduct online.

3.Digital law: It’s critical that users understand it’s a crime to steal or damage another’s digital work, identity or property.


4.Digital communication: With so many communication options available, users need to learn how to make appropriate decisions.

5.Digital literacy: We need to teach students how to learn in a digital society.

6.Digital commerce: As users make more purchases online, they must understand how to be effective consumers in a digital economy.


7.Digital rights and responsibilities: We must inform people of their basic digital rights to privacy, freedom of speech, etc.

8.Digital safety and security: Digital citizens need to know how to protect their information from outside forces that might cause harm.

9.Digital health and wellness: From physical issues, such as repetitive stress syndrome, to psychological issues, such as internet addiction, users should understand the health risks of technology. (Ribble, 2014)

The complex nature of these standards makes it necessary for educators to explicitly instruct students on how to responsibly use the internet so that they can become engaged and active members of online communities. Like in any community, there are standard behaviors expected of conscientious online participants. It can feel like the internet is not a part of real life so students are not always on their best behavior or participating in productive activities. Online bullying is a major issue that educators need to tackle directly in their classroom. Teachers need to stress to students that anything said or done online is just as real as when they are interacting with one of their classroom peers.

In classrooms, online activity is not just used for connecting students with one another or collaborating with classroom communities around the world. The main thing it is used for is research. The reason the internet is such a great resource for finding material is because it is constantly updated and added to. However, that amount of information can be overwhelming. Students often feel that anything found online is reputable so it is critical for teachers to instruct them on how to distinguish good sources from bad ones. Educators play a huge role in how students learn to conduct research and those skills are important to life-long success. 

It is also important to help students understand that not everything found on the internet is free to use and adapt. Copyright laws and creative commons licensing can be a difficult topic so it is imperative that teachers take the time to go over the intricacies of it with their students. Many young children believe that laws and acceptable behavior are not relevant online because it feels disconnected from reality. It is crucial to teach them that their actions always matter and that there will be consequences if they break the law online. Once students have learned all of the aspects of proper digital conduct, they will be empowered to elevate their learning using the vast array of material the internet has to offer.

Ribble, M. (2014) Essential elements of digital citizenship. International Society for Technology in Education. Retrieved from

Helping Students Understand Copyright and Fair Use

International Society for Technology in Education (ISTE) Standard 4

4. Promote and model digital citizenship and responsibility – Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

Program Standard 1

1. Expectations – The teacher communicates high expectations for student learning.

1.2 Element – Communicating with Students

1.2 Example of Proficient – Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

Technology and online resources are an integral part of most classrooms today. Students actively participate in online research in the pursuit of new skills and knowledge. Schools are increasingly using educational web 2.0 platforms to create classroom blogs that students can create and add content to so it is important for them to understand how to responsibly use intellectual property that does not belong to them. The International Society for Technology in Education addresses this issue in their fourth standard by stating that educators need to demonstrate to students how to use digital information in a conscientious and legal manner. In order for students to use content ethically they first must understand copyright, fair use, and creative commons and how they all relate. For EDTC 6433 I researched how I could teach these complex issues to young students without confusing them on the subject matter.

Fortunately, many educators have previously dealt with teaching copyright and fair use in the classroom and shared their resources and lesson plans online. Borovoy (2015), in her article “Five-Minute Film Festival: Copyright and Fair Use For Educators,” complied a list of useful websites and created a YouTube playlist with helpful videos on copyright, fair use, and creative commons. The first video in the playlist is particularly helpful because it follows a teacher through her lesson plan on fair use and demonstrates how she engages her students in the subject matter. Borovoy (2015) even provided a link to a pdf of the worksheet that the teacher used in the video. This article provides teachers with a starting point on how to teach the subject of copyright, fair use, and creative commons and even presents links to external websites with helpful information. However, it does not provide a concise guideline for how to deal with issues of copyright, fair use, and creative commons. Burt (2012) did just that in his article “The Educator’s Guide to Copyright, Fair Use, and Creative Commons” and also provides many useful tips on where to find content that can be used and how to do so ethically and legally. However, even with all of the information available it can still be difficult to tell what content is safe to use even with proper citation or credit.

Another student in EDTC 6433 shared a resource from the American Library Association that helps individuals navigate copyright issues. On their website there is a page that provides copyright tools like their Public Domain Slider (which helps determine the copyright status of a work published in the United States), their Fair Use Evaluator (which helps determine is the use of copyrighted material is covered under fair use), and their Copyright Genie (which can be used to determine if a work is copyrighted and calculate its terms of protection). The ALA website even provides a tool that allows educators to determine educational exceptions to copyright law (Copyright, 2016). All of the resources described will help me grapple with these complicated but important issues with my students so they will be prepared to use all the content the web has to offer in a safe, legal, and ethical manner.

Borovoy, A. E. (2015) Five-Minute Film Festival: Copyright and Fair Use for Educators. Edutopia. Retrieved from
Burt, R. (2012). The Educator’s Guide To Copyright, Fair Use, and Creative Commons. The Edublogger. Retrieved from
Copyright Tools. (2016) ALA: American Library Association. Retrieved from

Using Advance Organizers To Promote Active Learning

Program Standard 1

1. Expectations – The teacher communicates high expectations for student learning.

1.3 Element – Engaging Students in Learning

1.3 Example of Proficient – The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

When learning new subject matter it is easy for students to become overwhelmed and confused by the material. One efficient way of helping students understand the lesson is to begin with an advance organizer. This technique provides “introductory material presented ahead of the learning task and at a higher level of abstraction and inclusiveness than the learning task itself “(Joyce, Weil, & Calhoun, 2015, p. 204). Framing instruction this way allows students to not only understand the eventual outcomes of their learning but also connect the information to previously learned material. Four main types of advance organizers help student increase their learning: expository, narrative, skimming, and graphic (Dean, Hubbell, Pitler, & Stone, 2012, Chapter 4, para. 20). Expository advance organizers scaffold learning by creating a written or verbal framework for the information about to be presented. Narrative advance organizers spark students’ interest by framing the material in the format of a story or tale. Skimming advance organizers allow students to obtain a general overview of the material being presented so that they can begin to arrange the information in their mind. The most popular of the four is graphic advance organizers which allow students to see a visual representation of the content being taught (Dean et al., 2012, Chapter 4, para. 21-9). While this teaching strategy is framed around explicit instruction it is anything but passive.

Teachers who employ this tactic effectively in their classrooms actually enable students to become active learners who are aware of their own metacognitive processes. When used competently educators can encourage students to become life-long learners capable of employing the best inquiry practices. Joyce, Weil, and Calhoun (2015) asserted, “Critical thinking and cognitive reorganization can be explained to the learners, who receive direct instruction in orderly thinking and in the notion of knowledge hierarchies. Ultimately, they can apply these techniques independently to new learning” (p. 210). This kind of instruction imbues students with the tools necessary to fully understand the learning process and become familiar with their own needs. This awareness becomes even more prominent when teachers use advance organizers in meaningful ways. Educators should try to utilize all the different varieties of them for the benefit of their students. This mixture will do two things for students. First it will allow students to be exposed to information in an array of distinct approaches which will improve information retention. The second thing that it will do for students is to allow them to explore their own unique learning style by being exposed to different types. It is important for students to be engaged in their learning and advance organizers can provide students with the efficacy to take control of their education.

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (2nd ed.). Denver, CO: McRel [Kindle DX version]. Retrieved from
Joyce, B.R., Weil, M., & Calhoun, E. (2015) Models of Teaching (9th ed.). New York, NY: Pearson. [Kindle DX version]. Retrieved from

Characteristics of an Effective Educator

Program Standards 1–5

1. ExpectationsThe teacher communicates high expectations for student learning.

2. InstructionThe teacher uses research-based instructional practices to meet the needs of all students.

3. Differentiation The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

4. Content KnowledgeThe teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

5. Learning Environment The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

An effective teacher must be competent, dedicated, adaptable, and most importantly skilled at maintaining order in the classroom. Learning cannot take place in a classroom that is not productively managed and controlled. There are a great many techniques available for teachers to employ when maintaining and retaining structure in the class. A competent teacher must be a keen observer and amend his or her strategy for each new set of students and always be evaluating if adjustments need to be made. Once a teacher has created a stable environment conducive to learning they can use their competence, dedication, and adaptability to become a successful educator.

When a teacher is competent in and dedicated to their subject matter they can not only seamlessly answer student questions and create valuable lessons but they can also inspire student to want to know more about the material being taught. Educators who are passionate about what they are teaching create students who are more likely to be enthusiastic about learning. Another aspect of being competent and dedicated as an instructor is staying current with up-to-date teaching methods and available technology. Teachers today have more resources available than ever before and it is important for them to understand how to find and effectively use them to the benefit of their students. Teachers are now empowered to use software and hardware to individualize the training each students needs.

deskTo become particularly competent educators must be adaptable in the planning and execution of their instruction. Recent and ongoing research has caused administrators and instructors to understand the necessity of differentiating lessons for a variety of students (Marzano, 2007). Teachers must be able to create exercises on a single subject for several different learning styles in order to expertly educate each one of their students. Beyond differentiating direction, teachers must also be able to adapt on the spot when they see that an activity is ineffective. If a teacher can see that their plan is not having the desired effect and then modify it immediately they provide their students with the best chance of learning the subject matter. Educators who are competent and dedicated tend to be naturally adaptable and able to observe each of their students’ needs giving them the best chance at success.

Marzano, R. (2007). The Art and Science of Teaching a Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development. [Kindle DX version] Retrieved from
 The photo in this post has been unedited and was found on Flickr following creative commons licensing.