1. NIJAL BAHARI BIN ISMAIL
M20121000459
KPT 6044 : PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB
CHAPTER 4 :
ACHIEVING 21ST CENTURY LEARNING ENVIRONMENTS.
Question 1: Differentiate between teacher-centered and student-centered learning
strategies.
Teacher–Centered Learning Strategies.
Teacher–centered strategies directed specifically by the teacher. The teachers are the
‘drivers’ who direct the learning in very purposeful ways. Examples of teaching-centered
strategies include presentations, demonstrations, drill-and-practice, and tutorials.
Teacher–centered strategies engage students in higher-order thinking and enhance
learning opportunities with effective use of technology and media.
For example, a
teacher can demonstrate the behavior of an amoeba with digital microscope, use an
interactive whiteboard to have students collaboratively build sentences, or conduct a
whole-class virtual interview with leading scientist.
Students can use “clickers” to
answer teacher questions or to complete in a projected online math game that the
teacher direct.
Student-Centered Learning Strategies.
Student-centered strategies are not directed specifically by the teacher. Student appear
to “drive” their learning and the teacher serve as facilitators who offer guidance as
students engage in interactive learning activities and experiences that are directed by
the students. These activities often involve student decision making to create a model,
solve a problem, or win a game, individually or in cooperative group. Examples of
student-centered strategies include discussion, cooperative learning; games, simulation,
discovery and problem solving.

2. NIJAL BAHARI BIN ISMAIL
M20121000459
KPT 6044 : PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB
Question 3: Describe how to select technology and media that facilitates learning
experiences.
In the lesson that involves student use internet-connected computers, teacher can use
the strategies below to select technology and media :
Align to standards, outcomes, objectives. Use the Web Quest, internet and library
resources, and production software (publishing and word processing) provide the
necessary tools for students to meet the learning objectives.
Accurate and current information. Students will access multiple resources information,
which will allow the students to crosscheck content accuracy. Current information may
use for new ideas on building handmade tools at the time.
Age-appropriate language. The Web Quest is written at an appropriate level for fifthgrade students. The teacher may need to assist with interpretation of some web-based
level.
Interest level and engagement. The information from the Web Quest will keep student
interest and engagement at a high level.
Technical quality. The Web Quest and production software used by the student are of
high technical quality.
Ease of use. The Web Quest is designed for fifth-grade students. Students can easily
use word processing software; however , the publishing application may require initial
training and support.
Bias free. The Web Quest and production software are bias free.
User guide and directions. The online help features of the Web Quest and production
software are fairly easy for fifth-grade students to use.
However, students most
frequently will ask each other or teacher for assistance with technical difficulties.

3. NIJAL BAHARI BIN ISMAIL
M20121000459
KPT 6044 : PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB
Question 5: List the advantages and limitations of integrating free and
inexpensive materials into instruction.
Advantages:
1-
Up to date. Free and inexpensive materials from online resources can provide
current information not found in textbooks or other media.
2-
In-depth treatment. Subject-specific materials typically provide in-depth
information on a topic (travel brochures)
3-
Variety of uses. Students can access open source applications outside of
school. Audiovisual materials can be used for self-study or for presentation to the
class. Posters, charts, and maps can be combined to create topical display.
4-
Student manipulation. Materials that are expendable have the extra
advantages
of allowing learners to get actively involves with them. They can also scan printed
information and visuals to import into digital product.
Limitations:
1-
Bias or advertising. Many free and inexpensive materials are produced and
distributed by particular organizations. These organizations, whether private
corporations, nonprofit associations, or government agencies, often have a
message to convey. Carefully preview materials is to ensure they are appropriate
for classroom use.

4. NIJAL BAHARI BIN ISMAIL
M20121000459
KPT 6044 : PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB
2-
Promotion of special interests. Some materials do not contain advertising but
do
promote a special interest in a less obvious way. Soliciting materials on a topic
from a variety of sources can help provide different points of view.
3-
Limited quantities. With the increasing expense of producing and shipping
printed
materials, your supplier may limit the quantities available at one time. You may
not be able to obtain a copy for every student in the class.
Bibliography
Sharon, E.S., Deborah, L.L & James, D.R (2012) 10 th ed. Instructional Technology and
Media for Learning. Boston: Pearson Education Inc