EB> centred learning approach.  What I find interesting 
 EB> is the way that the traditional approaches are 
 EB> being improved via the freedomof the students 
 EB> explorations,however I feel that there has to be a 
 EB> balance between directed and enquiry based 
 EB> learning. Do you feelthat a balance needs to be 
 EB> maintained
 EB> between paper/pen-computertechnology experiences?  
Currently, I try to make my instruction as student-centered as possible. In 
my lab, we work on projects that generally appeal to my 8th graders (13 yrs 
old). Some projects are group oriented, (a yearly calendar) which students 
get graded for their own contribution to the project. Other projects are 
individually oriented, (greeting cards, menus, etc). I give students as much 
freedom to explore the programs as I can. Some leave knowing far more about 
our drawing program than I do as they seem to posses a talent for art.
 
However, students come to class to do reports for other classes when they are 
poorly prepared. Grammar, spelling, research mistakes, plagerism, lack of 
purpose, and other errors are evident. I am of the opinion that this should 
be less prevalent than it is. However, I do have to take into account that 
our students are from one of the lowest income areas in the US, most are 
minority students who are just beginning to grasp English as a second 
language. Living conditions in our area are only marginally better for my 
students than what they would have accross the Rio Grande. This sort of 
student needs extra support in school, but often doesn't receive it due to 
budget concerns.
 
So, I pitch in and teach subjects in the context of teaching word processing, 
spreadsheets, etc.. I know they need the help, I also know there is terrific 
potential within them. 
Does this answer your question?
--- Maximus 2.02
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