The Emergence of Student-Centered Teaching in Professional Learning Networks on Twitter

2017 ◽  
pp. 179-199
Author(s):  
Anna Noble ◽  
Patrick McQuillan ◽  
Shaneé Wangia ◽  
Kate Soules
Keyword(s):  
High Schools ◽  
Learning Environments ◽  
Professional Learning ◽  
Student Voice ◽  
Secondary School Teachers ◽  
Learning Networks ◽  
Student Centered ◽  
Student Interests ◽  
Teachers And Students ◽  
Current Context

Too many U.S. high schools are ineffective institutions—nurturing neither the growth and enrichment of students nor that of teachers. To understand these failings, at least in part, one needs to realize that many schools are anonymous, demeaning institutions for students and teachers alike. While there is no simple panacea for the challenges facing secondary school teachers and students, student-centered teaching holds considerable promise, offering a means to enrich learning while empowering both students and teachers. Despite this promise, in the current context teachers face formidable constraints to enacting such practices. Nonetheless, some teachers balance mandated curricular goals with student interests, creating learning environments where student choice and student voice figure prominently. The case studies in this chapter offer a sense for how this can occur, to the betterment of both teachers and students. And in these instances, teachers' use of Twitter networks contributed notably to these outcomes.

Recommended Implementation Strategies

2017 ◽  
pp. 106-128
Keyword(s):  
Learning Communities ◽  
Learning Strategies ◽  
Professional Learning ◽  
Implementation Strategies ◽  
Professional Collaboration ◽  
Learning Networks ◽  
School Cultures ◽  
Student Centered ◽  
Lateral Capacity ◽  
Copy And Paste

Learning for both students and teachers is not a one-size fits all or a copy and paste operation. For teachers to value and create student-centered classrooms, they must experience professional learning in a personalized and embedded manner. Supportive school cultures recognize the value of professional collaboration and actively seek to connect educators in meaningful ways. Technology must be used as a tool for learning and not an entity unto itself to meet the challenges of tomorrow's workforce. Personalized professional learning, incorporating coaching, modeling, reflection, collaboration, and professional learning communities build both internal and lateral capacity through a carefully planned environment involving stakeholders. This chapter encompasses recommendations for implementing personalized professional learning strategies to connect institutional knowledge and practices through professional learning networks (PLN), interactions, collaborative conferencing, and coaching.

Technology as a Classroom Tool

2011 ◽  
pp. 271-286 ◽  
Author(s):  
Ann E. Barron ◽  
J. Christine Harmes ◽  
Katherine J. Kemker
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Technology Literacy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Daunting Task ◽  
Teachers And Students ◽  
Integrate Technology ◽  
Specific Learning

Laptops and other ubiquitous devices in the classroom provide powerful opportunities to integrate technology as a classroom tool that supports student learning. However, effectively using laptops to achieve learning outcomes can be a daunting task for teachers and students—at least initially. This chapter examines the research on one-to-one computers and outlines learning outcomes that can be achieved when technology is used as a classroom tool. Sample lesson plans are provided to illustrate specific learning outcomes and highlight technology literacy issues, for both teachers and students participating in wireless classrooms. The integration of laptop computers into the curriculum can create collaborative, student-centered learning environments and increase student and teacher technology literacy.

An Investigation Into the Perceptions of Teachers and Students in Mexico on the Implementation of Secondary Reforms

2021 ◽  
pp. 105678792110231
Author(s):  
Yee Han Peter Joong
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
Classroom Observations ◽  
School Teachers ◽  
Student Centered ◽  
Teachers And Students ◽  
New Challenges

This mixed methods study examines how secondary school teachers have implemented educational reforms in Mexico. Major sources of data were surveys from sample teachers and students in 12 schools on how often a teaching or evaluation strategy was used. Results from open-ended questions and classroom observations were used to triangulate results from survey data. The study concluded that most teachers were able to adopt majority of the reforms. Even though teacher-directed lessons still dominated, student-centered learnings were incorporated. However, classroom management need increased attention due to new challenges of transitioning. Educators in all jurisdictions can learn from the reform efforts.

scholarly journals Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards

2019 ◽  
Vol 1 ◽  
pp. 1 ◽  
Author(s):  
Chris Brown
Keyword(s):  
School Improvement ◽  
Collaborative Learning ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Future Research ◽  
Complex Nature ◽  
Learning Networks ◽  
Teachers And Students ◽  
Outcomes For Children

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are ‘self-improving and school-led’. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.  Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

scholarly journals Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards

2019 ◽  
Vol 1 ◽  
pp. 1
Author(s):  
Chris Brown
Keyword(s):  
School Improvement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Future Research ◽  
Complex Nature ◽  
Learning Networks ◽  
Number Of Factors ◽  
Teachers And Students ◽  
Outcomes For Children

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the dismantling of old ways of working and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are ‘self-improving and school-led’. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.  Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the networked learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Secondary Teachers and Students in the Philippines

2019 ◽  
Vol 28 (3) ◽  
pp. 278-302
Author(s):  
Yee Han Peter Joong ◽  
Glen Mangali ◽  
Arnulfo R. Reganit ◽  
Barry Swan
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Secondary Teachers ◽  
Secondary School Teachers ◽  
The Philippines ◽  
School Teachers ◽  
Performance Tasks ◽  
Student Centered ◽  
Teachers And Students ◽  
And Performance

This study examines how secondary school teachers have implemented educational reforms in the Philippines. Data sources were surveys for sample teachers and students in 20 schools on how often a teaching or evaluation strategy was used in various courses. The study concluded that most teachers were able to adopt most of the reforms. Even though teacher-directed lessons still dominated, there were sufficient student-centered lessons. Tests, exams, and performance tasks were used for evaluations. However, classroom management needs increased attention. More resources and professional development are needed. Policymakers and educators in all jurisdictions can learn from the reform efforts.

scholarly journals Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19?

2020 ◽  
Vol 10 (11) ◽  
pp. 343
Author(s):  
Eva Gonçalves ◽  
Luís Capucha
Keyword(s):  
Teaching And Learning ◽  
Learning Models ◽  
Student Centered ◽  
Innovative Teaching ◽  
Learning Practices ◽  
Online Lectures ◽  
Teachers And Students ◽  
Information And Communication ◽  
Current Context ◽  
Higher Institutions

COVID-19 highlighted higher education’s resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students’ education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.

scholarly journals Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

2017 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Jenna Min Shim ◽  
Anna Mikhaylovna Shur
Keyword(s):  
Activity Theory ◽  
Student Voice ◽  
Learning Experiences ◽  
Teacher Perspectives ◽  
Limiting Factors ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ell Students ◽  
Teachers Perspectives

Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

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