This article provides 10 suggested guidelines to follow for schools seeking to implement a student centered learning environment. This begins with the definition of student centered learning to mean learning which is student driven. The suggestions range in content from changing the teacher role to be one of coach / facilitator to redefining student success so as to not be overly reliant on grades and test scores. Discussion Questions: 1. The article uses student centered learning and student driven learning to be synonymous. Is this truly the case, or is student driven learning merely one iteration of student centered learning? 2. The article is careful to clarify that student centered learning is not a one size fits all nor equally applicable to all subjects. Which subjects are less amenable to the student centered / driven learning as portrayed in the article? 3. How realistic is it for a school to transition away from grades as a measurement of student learning given that grades and class rank are two of the main criteria colleges look at in making admission determinations?

This article discusses how new trends in education have an influence on teacher dissatisfaction resulting sometimes in good teachers leaving the teaching profession. While new teaching techniques and software programs (trends in education) are listed as contributing to the problem experienced by the teacher at the focus of the article, the teacher herself could overcome these obstacles, but for her feeling unappreciated in the new teaching environment. The teacher in question has been teaching for 20+ years in an economically disadvantaged community and has recently received awards for her excellence in teaching. Discussion questions: 1. Is the desire in the educational field to embrace the latest technology and educational trends causing unnecessary stress on highly qualified and experienced teachers? 2. Is the story described in the article an anomaly or a symptom of a greater issue related to the need of administrators to meet test scores and other exterior goals for the school? 3. Given the countless lessons and student interactions represented by teachers of the length of service and caliber of the teacher in the article, should our schools make efforts to cultivate their experience into new instructional models, providing the teacher with a sense of contribution and the instructional system a grounding in historical relevance?

This article looks at two different structures in place at different school systems to investigate and introduce new technology into the classroom. In the first example, the school district has invested in a full time administrator whose job it is to find new technologies and uses in the classroom and then provide the information to the teachers. The second case study involves a more traditional approach where the classroom teacher collaborated with other teachers and developed an program in Kindergarten through 3rd grade to introduce the children into inquiry into technology by dismantling robots and other forms of technology, solely to awaken a sense of discovery within the students.

The authors discussed the impact of technology with a specific emphasis on teaching mathematics. Pedagogy, content, and technology all interact with each other in a math classroom in unique ways as certain content itself relies on the technology for its existence, whereas pedagogy can be enhanced by technology. The key to a teacher's effective use of technology lies in the intersection of technical knowledge, pedagogical enhancement and content supplementation incorporated in thoughtful, non-routine ways.