Student-centred learning is largely associated with constructivism (Tagney, 2014, p. 276). Constructivist theories of learning suggest that learners are active participants and create their own knowledge by connecting new information with their existing knowledge, experiences and ideas (Harris, Spina, Ehrich, & Smeed, 2013). This counters what are considered direct models of teaching, where knowledge is transmitted, and students are passive recipients.
While I, like many teachers, love the concept of constructivism, the realities of implementing a genuinely constructivist approach in the classroom has its challenges. Curriculum and reporting requirements, assessment techniques, classroom environments and common pedagogical approaches still support direct models of instruction. Contrast to beliefs, the addition of technology tools does not automatically change this.
I do think the reality is that classroom approaches cannot be a binary option of one or another. Instead we need to merge the best aspects of both approaches and make decisions based on the needs of each individual situation. So many technology tools lend themselves to and enable more constructivist approaches and so it can be a gateway to enabling student-centred learning. When planning to integrate or used technology in learning, I think teachers need to consider what role the tool is playing in the learning. Thinking of constructivist models when planning can help teachers leverage these tools to their full potential. For me, it often comes back to using technology to enable the 4 C's:
I do think the reality is that classroom approaches cannot be a binary option of one or another. Instead we need to merge the best aspects of both approaches and make decisions based on the needs of each individual situation. So many technology tools lend themselves to and enable more constructivist approaches and so it can be a gateway to enabling student-centred learning. When planning to integrate or used technology in learning, I think teachers need to consider what role the tool is playing in the learning. Thinking of constructivist models when planning can help teachers leverage these tools to their full potential. For me, it often comes back to using technology to enable the 4 C's:
- Creativity
- Critical Thinking
- Collaboration
- Communication
References:
Harris, J., Spina, N., Ehrich, L. C., & Smeed, J. (2013). Literature Review: Student centred schools make the difference. Melbourne: Australian Institute for Teaching ad School Leadership. Retrieved 12 18, 2018, from https://www.aitsl.edu.au/docs/default-source/default-document-library/literature-review---student-centred-schools-make-the-differenceba338e91b1e86477b58fff00006709da.pdf?sfvrsn=fadbea3c_0
Tagney, S. (2014). Student-centred learning: a humanist perspective. Teaching in Higher Education, 19 (3), 266-275.
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