st

Learning in a 21
Century Classroom

Technology in the Classroom

Introduction 1
Student-Centered Learning 1
Example One: SMART Boards 2
Example Two: FLIP Learning 4
Conclusion 5
References 6
Learning in the 21st Century Classroom Barahona Maurer

Introduction

When we think about education and schooling today, it is safe to reason it has come a

long way since the first public school started in Boston in 1821. Long gone are the days when

only boys could attend schools and when teachers used chalkboards while their students used

pencils and paper. Growth and change can be easily detected as new educational tools continue

to be created for enhancing student learning and performance both inside and outside the

classroom. This growth has proven to be good; overall, students seem to be benefiting from the

integration of technology in the learning environment. A study was recently done to examine

both the positive and negative outcomes of students interface with technology and showed that,

The use of technology has a direct positive relationship with student engagement and self-

directed learning (Tabassum, 2016). Due to these results, as future teachers, we should strongly

consider the integration technology into our classrooms. Once that commitment has been made,

we should actively strive to learn how to effectively incorporate technology into our curriculums

so students are able to expand their knowledge on the material they learn and hence retain the

information better. Knowing which teaching paradigm is most beneficial is part of learning how

to best incorporate technology into the classroom. This teaching paradigm will be revealed and

discussed and technological tools that could be beneficial to students will be provided along with

how to appropriately use these valuable tools.

Student-Centered Learning

A teachers main task should not be to merely stand in front of the class and lecture to his

or her students. The students will learn so much more if their distinct learning needs, cultural

background, interests, and ambitions are considered and met with interactive activities that allow

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them to explore and be creative. When students do not work with others, their communication

skills may suffer and they will likely find it difficult later in life to demonstrate teamwork in a

future career. With student centered learning, students learn to communicate effectively, ask

questions, be independent, and see the purpose of learning. The teacher in this paradigm is only

there to help guide, engage, and nurture the student by fostering inquiries, ideas, and the learners

natural curiosity. Teachers should be viewed as partners in learning and as one working alongside

the student to help them achieve their potential and make connections to key concepts. In using

this method, it is the students themselves, however, who are taking control of their own learning

by being given the ability to think, explore, and find solutions for their problems on their own.

Julie Brown states it this way in her article regarding student-based instruction, Students

become self-sufficient, creative thinkers and people who appreciate and value the subject being

taught. This can be achieved by the teacher letting go of the teacher role and allowing students

to explore ideas and teach themselves. In doing this, the teacher becomes a coach, or instigator,

who is always there to assist, but never to give away answers (Brown, 2008). It is important for

teachers to understand their role in student-centered learning and acknowledge its value and

importance in a 21st century world.

Example One: SMART Boards

Slowly but surely, whiteboards in American classrooms are getting replaced for SMART

Boards. The popularity of this electronic device should not come as a surprise because there are

countless benefits for teachers and students alike in having a SMART Board installed in

classrooms. The classroom environment does not have to change drastically for this shift to take

place. The SMART Board goes on the wall where the whiteboard used to be and if placed

strategically, will be in a good location for all the students to be able to view it comfortably. The

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environment will likely become more experimental as students get up and use the SMART

Boards themselves. Teachers can use this tool to enhance student-based teaching by making

learning more interactive. They can create PowerPoints to present the material in an organized

and visually appealing way. They can also use a wide range of media on the SMART Board. This

includes videos, photos, graphs, maps, illustrations, and games. This makes it easy for educators

to teach any curriculum given to them because they have several resources to help them

effectively share that information with their students. While it is the role of the teacher to take

full advantage of this resource and use it as an enhancer to student comprehension, it is the

students role to learn the content via the SMART Board, and understand how to use it on their

own. The goal in using this device is to further student knowledge through interactions with the

board and through collaboration with others. Collaboration is an important 21st century skill to

perfect. Collaborating with others well involves the ability to work respectively with others,

exercise flexibility, and share responsibility. Learning this while students are still young will

benefit them enormously in their future careers and life. According to a study done regarding the

use of SMART Boards, this goal seems to be a reality to many students. Researches Sinan and

Abdullah state that according to the results of a permanence test applied four weeks after the

application, Students' recall rate was higher among the students of the experimental group than

of those in the control group. The use of smart boards in teaching 7th grade secondary school

students the unit "electricity in our lives" increased the students' achievement and retention of the

information learned. SMART Boards are tremendously useful in meeting several of the

students needs by first meeting the needs of the teachers. It meets teachers needs by providing a

plethora of Internet resources, and helps students by accommodating their different learning

styles. Hands-on learners can use the screen by moving things around and marking the board.

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Audio learners can have a discussion, and visual learners can observe the material on the

SMART Board.

Example Two: FLIP Learning

FLIP Learning is not as well-known as SMART Boards, however, there are still a host of

benefits that result from using this tool. Researchers Chung and Khe summarizes FLIP Learning

this way, This instructional approach combines video-based learning outside the classroom and

interactive group learning activities inside the classroom (Chung 2017). For teachers, benefits

include improved communication with parents because of the transparency FLIP Learning offers

in allowing parents to see exactly what their kids are learning. FLIP Learning also allows

teachers to reuse lectures as many times as it is needed. For students, a great benefit is tied with

how the curriculum is used. Teachers record their lessons over a visual presentation and post it

for the availability of the students. This gives students the freedom to take in the lecture at their

own pace because they are not bound to the pace of the teacher. For this reason, it is the role of

the students to take responsibility of their learning and ask questions if they do not understand

material, recognize new concepts, or grasp the main idea. If they are sick for a day, there are held

accountable for knowing the material and being able to merge right in with their classmates when

they return to school. It is the teachers role to learn through FLIP Learning and then effectively

teach others using this method. It is suggested that individuals who are planning on becoming

educators learn with this method. A study was done by researchers and professors to test null

hypotheses and resulted in its rejection. They state, There was a significant effect

of flip learning approach on prospective teachers' pedagogical skills. It was therefore,

recommended that prospective teachers may be taught through the flip learning approach

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particularly in the teaching of pedagogical skills. The goal of using FLIP Learning in the

classroom would be for the convenience of the teacher and the student.

It is convenient for the teacher because he or she teacher can spend as much time as needed to

discuss and expand on topics because they are not limited to the allotted class time given for that

subject. It is convenient for the students because they can go back to that information wherever

and whenever they please. The environment of the classroom does change significantly using

this approach because it lacks the need for a physical classroom. The classroom can be

acquired using technological devices alone. Although this method does not require a traditional

classroom setting, it does teach the students about an important 21st century skillLife and

Career skills. Learning in this manner will improve their flexibility, make them more adaptable

to change, show initiative, work independently, and be self-directed learners.

Conclusion

As teachers, it will be our job to keep up with the ever growing and expanding world of

technology. In doing so, we will be doing our students a favor by understanding how the latest

technological devices work so they can be used effectivity and frequently in the classroom. This

will help keep the students engaged as well as provide the teacher with options and resources to

explain concepts and ideas. If technology is being used beneficially rather than as a hindrance to

learning, its integration into classrooms will not only help students achieve the academic

standards, but, more importantly, will implant in them essential skills needed for their future

occupations in the work force and challenges they may face.

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References

AKTAS, S., & AYDIN, A. (2016). The Effect of the Smart Board Usage in Science and
Technology Lessons. Eurasian Journal Of Educational Research (EJER), (64), 125-138.
doi:10.14689/ejer.2016.64.7

Brown, J. (2008). Student-centered instruction: Involving students in their own education. Music
Educators Journal, 94(5), 30-35.

Hussain, S., Ahmad, N., Saeed, S., & Khan, F. N. (2015). Effects of Flip Learning Approach on
Prospective Teachers' Pedagogical Skills. Dialogue (Pakistan), 10(3), 326-337.

Lo, C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education:
possible solutions and recommendations for future research. Research & Practice In
Technology Enhanced Learning, 12(1), 1-22. doi:10.1186/s41039-016-0044-2

Rashid, T. t., & Asghar, H. M. (2016). Technology use, self-directed learning, student
engagement and academic performance: Examining the interrelations. Computers In
Human Behavior, 63604-612.

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