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Relevant bibliographies by topics / Student-centered technology

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Academic literature on the topic 'Student-centered technology'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Student-centered technology"

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Wu, Hsin-Kai, and Ya-Ling Huang. "Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments." Science Education 91, no. 5 (2007): 727–49. http://dx.doi.org/10.1002/sce.20216.

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Naimanova, Dinara, Larissa Lebedeva, Assel Akpayeva, Zhupat Astambayeva, Ekaterina Ryabova, and Kalbike Yessenova. "Investigation of Primary School Teachers' Student-Centered Teaching and Technology Integration Competencies." International Journal of Education in Mathematics, Science and Technology 11, no. 6 (2023): 1386–404. http://dx.doi.org/10.46328/ijemst.3681.

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In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers workin

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Ijabah, Nur. "Teachers’ Perceptions and Barriers on Creating Technology-enhanced and Student-centered Classroom." Contemporary Social Sciences 27, no. 1 (2018): 33–48. http://dx.doi.org/10.29070/27/57213.

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Feketéné Silye, Magdolna. "Information Technology Supports for Student-Centered Language Education." Acta Agraria Debreceniensis, no. 11 (September 15, 2003): 3–6. http://dx.doi.org/10.34101/actaagrar/11/3435.

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With the development of computer-mediated communication, the definition of literacy has gained broader dimensions (Murray, 1991). The ability to use new technologies to access, adapt and make intelligent use of information and knowledge is by now viewed as an additional and essential component of literacy. Today’s interpretation of literacy (often referred to as “multiliteracy”) must incorporate the communication that takes place through a growing variety of text forms associated with information and multimedia technologies.Since it is fast becoming a basic instrument for building the literaci

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Razuvaeva, L. V. "Using the project method as a technology for student-centered student learning." Язык и текст 5, no. 2 (2018): 60–64. http://dx.doi.org/10.17759/langt.2018050210.

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The article is devoted to description investigate the possibility to use the method of projects as a technology of personality-oriented approach to teaching foreign students the Russian language at the Russian language Department of the Voronezh state medical University. N. N. Burdenko. The study showed that the project activity is a promising means of implementing a reflective model of education, because it can be applied at all stages of training and almost any subject, and contributes to the development of the individual student and the teaching process optimization.

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Huehner, David Robert, and Daniel Kallgren. "Technology and Student-Centered Learning: The University of Wisconsin Student History Network Project." History Teacher 33, no. 1 (1999): 41. http://dx.doi.org/10.2307/494999.

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Hala, Majlinda, and Nazmi Xhomara. "The impact of technology, learning style, instructional approach, and attitude on learning outcomes." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 3609–17. https://doi.org/10.11591/ijere.v13i6.29973.

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The study aims to investigate the relationship between the learners’ technology experiences, cooperative learning style, student-centered instructional approach, and positive student attitude toward learning outcomes. Quantitative correlation model, a semi-structured instrument, and a cluster random sample of subjects (N=319) were decided to be employed in the research-study. The study reported a relatively low positive relation between learners’ technology experiences and learning outcomes variables (r=.328), an intermediate positive connection between cooperative learning st

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Aini, Qurotul, Ninda Lutfiani, and Muhammad Suzaki Zahran. "Gamification Based On Blockchain Technology To Enhance Student Centered Learning." CCIT Journal 14, no. 1 (2021): 100–110. http://dx.doi.org/10.33050/ccit.v14i1.1268.

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Gamification, the application of mechanical game techniques in non-game contexts, has become the primary choice underlies current education. Educational gamification can provide solutions to problems that arise due to traditional learning methods considered less under current human behavior. Blockchain has become a hot topic of discussion that is overgrowing in recent years. Blockchain comes from a world community and company that acts as infrastructure technology that develops in various fields, both industry and education. The main advantage of blockchain is that it is free from third partie

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KALATHINGAL, S. M., and A. BUCHANAN. "TOOLS AND TECHNOLOGY TO PROMOTE STUDENT CENTERED LEARNING AND ASSESSMENT." Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology 124, no. 1 (2017): e31-e32. http://dx.doi.org/10.1016/j.oooo.2017.03.037.

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Triyoko, Hanung. "Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context." Register Journal 5, no. 2 (2012): 1–32. http://dx.doi.org/10.18326/rgt.v5i2.1-32.

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Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning. Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student

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Dissertations / Theses on the topic "Student-centered technology"

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Hickman, Torey. "Culture Change: Defining and Measuring Student-centered Teaching." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279204212.

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SEITZ, SHEILA K. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.

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Weiss, Charles Tabor. "Use of Digital Technologies in Graphic Communication Education." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27734.

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This study investigated the use of digital technologies in secondary and post-secondary graphic communication education. Specifically it investigated: 1) the extent to which graphic communication educators utilized digital technologies in conjunction with instruction; 2) how selected factors affected graphic communication teachersâ implementation of digital technologies in their instruction; and, 3) how selected factors affected teacher and learner-centered instructional practices. The Levels of Technology Implementation (LoTi) and â Technology Use Surveyâ instruments were administered t

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Shefchik, Michael James. "Creating a student-centered learning community in the college reading classroom by incorporating web-based technology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2796.

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This project investigated the problem of how to enable a student-centered environment in reading instruction through effectively incorporating meaningful web-based technology into the community college reading curriculum. Three multimedia strategies were tested to promote individual and collaborative meaning making: ePortfolios, eJournals, and the Class Know-It-All. The success of these strategies was measured against that of a previous course with identical materials and resources with the exception of multimedia integration.

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Chittur, Debra. "A Phenomenological Study of Professors and Instructional Designers During Online Course Development Leading to Enhanced Student-Centered Pedagogy." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790356.

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<p> This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Mer

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Keers, Fred. "Reasserting The Prominence Of Pedagogy In The Technology-Enhanced Learning Environment." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193628.

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As universities transition from instructor-driven to student-centered learning environments, the institutional learning structure is being redesigned to emphasize active learning. Instructional technologies, employing active learning models, have been a critical component in the redesign. The active learning model suggests that the student engages in various activities, and uses various strategies, to gather information and achieve understanding. Technology-driven learning environments therefore often instill activities that direct the student's learning. Use of on-line technologies, such

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Rizzo, Susan Kay. "Making the Shift: A Phenomenological Study of Teachers' Experiences in a Student-Centered, 21st Century Laptop Program." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/290.

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As one-to-one laptop environments are becoming more commonplace in the educational system, teachers are often expected to provide a student-centered environment that incorporates 21st century skills in effort to better prepare students for the future. Teaching in this type of environment is a difficult pedagogical shift for classroom educators. The assumption is often made that teachers can make this pedagogical shift just because laptops are provided for all students. The goal was to capture the essence of the lived experiences of fifth grade teachers who will be immersed in the phenomenon of

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Gillis, Diane. "Technology in middle school science : the effect of student-centered pedagogy on metacognition and conceptual understanding in small group and whole class settings." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54588.

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Despite the frequent use of classroom response systems (CRS) in university courses, there is lack of research to support effectiveness of these handheld electronic devices (clickers) at the middle school (fifth grade) level. Furthermore, there is a scarcity of research comparing CRS-enhanced pedagogy in the middle school science context with traditional teaching methods. Additionally, research investigating how middle school science students think about their own thinking (metacognition) and how this correlates with a Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI_S) measu

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Junious, Britteny Y. "Creating, Implementing, and Evaluating the Use of a Food Science and Technology 5E Based Curriculum Impact on Underrepresented Minority Youth Engagement in Science." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/73044.

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Increasing underrepresented minority youth (URMY) engagement in STEM education remains at the forefront of our Nation's educational battle. The aim of this study was to create, implement, and evaluate the impact of innovative food science and technology (FST) lesson plans on URMY engagement in, and attitudes towards science, and their awareness of the field of FST. The 2011 United States census recalls that URMY make up only 13.3% of the STEM workforce. This study identifies URMY as individuals representing one or more of the following demographics: Low income, African American, Latino(a) Amer

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Sorbie, Jill I. "Exploring Teacher Perceptions of Blended Learning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1866.

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Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices,

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Books on the topic "Student-centered technology"

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Cathy, Ringstaff, and Dwyer David C, eds. Teaching with technology: Creating student-centered classrooms. Teachers College Press, 1997.

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Marcum-Dietrich, Nanette. Authentic instruction with technology: A student-centered approach. Kendall Hunt Pub. Co., 2008.

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Marcum-Dietrich, Nanette. Authentic instruction with technology: A student-centered approach. Kendall Hunt Pub. Co., 2008.

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Steels, Luc, and Mario Tokoro. A learning zone of one's own: Sharing representations and flow in collaborative learning environments. IOS Press, 2004.

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Leow, Ronald P. A psycholinguistic approach to technology and language learning. De Gruyter Mouton, 2015.

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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learnin

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Carvalho, Carlos Vaz de, and Merja Bauters. Technology Supported Active Learning: Student-Centered Approaches. Springer Singapore Pte. Limited, 2021.

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Carvalho, Carlos Vaz de, and Merja Bauters. Technology Supported Active Learning: Student-Centered Approaches. Springer, 2022.

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Teaching With Technology: Creating Student-Centered Classrooms. Teachers College Press, 1996.

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Sulla, Nancy. Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom. Taylor & Francis Group, 2011.

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Book chapters on the topic "Student-centered technology"

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Su, Tonghua, Peijun Ma, Shengchun Deng, Dong Li, and Hujie Huang. "Student-Centered Course Development of Digital Media Technology." In Progress in IS. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04217-6_17.

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Rollakanti, Chiranjeevi Rahul, Vikas Rao Naidu, Ram Kishore Manchiryal, and Kiran Kumar Poloju. "Technology-Assisted Student-Centered Learning for Civil Engineering Students." In Sustainable Development and Social Responsibility—Volume 1. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32922-8_18.

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Lankford, Brittany A. "Multimedia in Teacher-Directed and Student-Centered Mathematics Classrooms." In Expanding Global Horizons Through Technology Enhanced Language Learning. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7579-2_13.

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Hannafin, Michael J., Janette R. Hill, Susan M. Land, and Eunbae Lee. "Student-Centered, Open Learning Environments: Research, Theory, and Practice." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_51.

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Murthy, Sahana, Jayakrishnan M. Warriem, and Sridhar Iyer. "Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs." In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3344-5_4.

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Theodoropoulos, Anastasios, Costas Vassilakis, Angeliki Antoniou, Manolis Wallace, and George Lepouras. "ATMF: A Student-Centered Framework for the Effective Implementation of Alternative Teaching Methods for CSEd." In IFIP Advances in Information and Communication Technology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39634-3_11.

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Hannafin, Robert D., and Barry N. Scott. "Teaching and Learning with Dynamic Geometry Programs in Student-Centered Learning Environments: A Mixed Method Inquiry." In Using Information Technology in Mathematics Education. CRC Press, 2024. http://dx.doi.org/10.1201/9781003573159-11.

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Dolezal, Dominik, Christoph Roschger, Andreas Hahnenkamp, et al. "Educational Design Patterns for Student-Centered 21$$^{st}$$ Century Learning in Technology-Enhanced Learning Environments." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_41.

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"6 Technology as a Classroom Management Asset." In Student-Centered Classrooms, edited by Joanna Alcruz and Maggie Blair. Rowman & Littlefield Publishers, 2022. http://dx.doi.org/10.5771/9781475847666-153.

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James, Blesson Varghese, Deepa R. Kartha, and Abanis Turyahebwa. "Student-Centered Accountability." In Accountability in Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-7708-6.ch005.

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In order to better meet the needs, experiences, and holistic results of their students, higher education institutions (HEIs) may alter standard accountability frameworks, as this chapter examines. Conventional metrics tend to ignore the growth, well-being, and career readiness of individual students while placing a strong emphasis on institutional performance indicators such as employment opportunities, rate of graduation, and financial viability. It explores methods for modifying institutional procedures in response to changing student populations, technological advancements, and a range of l

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Conference papers on the topic "Student-centered technology"

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Remmel, Jan-Michel, Marcel Follmann, Andreas R. Diewald, and Volker Lücken. "A Beamforming Demonstrator for Interactive, Student-Centered Learning in Radar Technology." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016651.

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Nimkoompai, Apichaya, Saranlita Chotirat, and Siranee Nuchitprasitchai. "Student-Centered Learning in HCI/UX/UI Framework: The Thai Experience." In 2024 8th International Conference on Information Technology (InCIT). IEEE, 2024. https://doi.org/10.1109/incit63192.2024.10810571.

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Allen, Rebecca, Brook Batch, Noah Douglas, Alex Nakonechnyi, and Olena Holub. "PARTICIPATORY PEDAGOGY IN AI: A FRAMEWORK FOR STUDENT-CENTERED COURSE DESIGN IN HIGHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1755.

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Gao, Chunming, and Bryan Goda. "Student-Centered Learning." In SIGITE '19: The 20th Annual Conference on Information Technology Education. ACM, 2019. http://dx.doi.org/10.1145/3349266.3351344.

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Liu, Hongying, and Chaoyang Shao. "On “Student-Centered” Teaching." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.107.

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Mohammadifard, Gholamali. "Student-centered higher education (SCHE)." In International Scientific Conference "The contemporary issues of the socio-humanistic sciences", XIV edition. Free International University of Moldova, 2024. https://doi.org/10.54481/pcss2023.38.

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Technological development is a significant driver of socio-cultural changes and beyond. Education at all levels is part of the socio-cultural pattern and is subject to various modifications due to these changes. This paper aims to outline an updated model of higher education that can respond to current realities and existential challenges. The study addresses issues such as the roles of the student and teacher in the context of student-centered education. Additionally, it examines the methodologies for study and assessment in student-centered learning. The role of technology in student-centere

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Justino, Julia, and Silviano Rafael. "Critical Thinking Focus Applied on Student-Centered Approach." In 2021 Innovation and New Trends in Engineering, Science and Technology Education Conference (IETSEC). IEEE, 2021. http://dx.doi.org/10.1109/ietsec51476.2021.9440492.

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Alnoman, Ali. "A Framework for Technology-based Student-centered Learning in Smart Campus." In 2022 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2022. http://dx.doi.org/10.1109/aset53988.2022.9734984.

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Lin, Yubei. "Student-Centered Teaching Design and Practice of Database Course." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.033.

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Rissanen, Antti, and Kalle Saastamoinen. "TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.135.

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The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teach

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Reports on the topic "Student-centered technology"

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Pokornowski, Ess. Technology Implementation for Higher Education in Prison: A Student-Centered Playbook for Planning, Preparing, and Assessing Implementation Readiness. Ithaka S+R, 2024. https://doi.org/10.18665/sr.321721.

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Liberman, Babe, Jenny Bradbury, Andrew Vollavanh, and Sana Karim. Innovating for Student Success: District-Led Innovation Showcase. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/255.

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Student success systems are evidence-based approaches that leverage data, relationships, and student-centered mindsets to systematically address achievement patterns and meet individual student needs. The District-Led Innovation Showcase examines the technology and data systems element, highlighting how schools and districts are developing custom data solutions to address gaps in commercially available products for operationalizing student success systems. District-Led Innovations (DLIs) are solutions that range from simple spreadsheet trackers to sophisticated integrated platforms. The Showca

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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Basic Education: Quality is the ‘Now’ Frontier. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.16.

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Over the past three decades, there have been significant improvements in basic education attendance and survival rates. However, schooling quality remains an important challenge. For instance, returns to education, although still decent and economically meaningful, have declined over time. Moreover, issues continue to affect learners across generations, despite advancements in basic education. Written for the Second Congressional Commission on Education, this Policy Note recommends developing a system for generating and utilizing locally validated solutions to learning problems, considering th

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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng

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