�ݺ�ߣ

Editor's Notes

1. Educational administrators provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners. SCL (Figure 6.1) complements traditional teaching approaches and represents an instructional strategy where students maintain responsibility to create their content, select authentic materials, and interact with their peers. In collaborative, student-centered classrooms, teachers detail real-life duties for discovery learning, expect student-produced media, and assess authentically. According to Wang, Love, Klinc, Kim, and Davis (2012), Web 2.0 and SCL facilitate: • team-building capacities; • data sharing with anywhere, anytime access; • peer communication, review, and feedback; • creativity through rich, diverse ideas; and • group as well as student engagement.
2. Today’s curriculum merges concepts from the Partnership for Twenty-first Century Skills (P21) and Common Core State Standards (CCSS; National Governors Association [NGA] Center for the Best Practices and Council of Chief State School Officers [CCSSO], 2010). The widely adopted International Society for Technology in Education’s National Educational Technology Standards (NETS) for Teachers (2008) and Students (2007) provide another framework for learning and teaching in the digital age. These three curricula standards along with Web 2.0 applications support applicable technology initiatives integrated across content areas and grade levels to improve the educational process. Seamless student-centered learning (SCL) and classroom technology integration (CTI) reinforce curricular goals.
3. Web 2.0 technologies permit students to interact and pool resources virtually, which foster project-based experiences. Student-created blogs, wikis, videos, podcasts, digital stories, comics, and online portfolios depict Web 2.0 outcomes. As well, social bookmarking and networking sites along with interactive timelines, three dimensional maps, electronic games, simulations, and infographics equally authenticate student-centered learning (Kingsley & Brinkerhoff, 2011).
4. Six critical markers, each with its own variables, influence student-centered learning, integration, and standards implementation: (a) legislation, (b) district/school, (c) teachers, (d) students, and (f) technology itself rest. TRA influences all: advocate for policies, school culture and high expectations, teacher attitude and beliefs, student’s work as leaders, and technology structures; thus, influencing technology integration.