This document compares the NTeQ philosophy of education, which utilizes technology and student-centered learning, to the traditional classroom setting. Some key differences discussed are that NTeQ focuses on student independence and collaboration, while traditional classrooms are more teacher-centered. The computer plays a more central role in NTeQ as a learning tool rather than just for low-level applications. Lessons are also less rigid in NTeQ and allow more student discovery. However, both approaches aim to create conducive learning environments and prepare students for society. Overall, the document argues NTeQ provides more benefits to students by allowing them to become advanced learners.

1. NTEQ PHILOSOPHY
VS.
TRADITIONAL CLASSROOM
Mona McCarty
CMP 540
University of Phoenix
Melissa Abella, Anthony Connor, Frankiettia
Griffin, Faith Kemp, Kendra Ligon, Kesha
Williams

2. Introduction
 The NTeQ Philosophy uses technology and student
centered learning to deliver learning experiences. This is
much different than the strategies used to impart
knowledge in the traditional classroom setting.
 There are some similarities and many differences.
 The teacher, student and computer all have different
roles to play in lessons and the classroom environment.
 Lessons are less rigid and allow students to discover the
knowledge we are trying to provide to our students.

3. Differences and similarities
Traditional vs. NTeQ classroom
Differences
Traditional
 learning based on awards, credits, and individual performance
 Offers a variety of courses to satisfy learning needs
 Teacher is the designer of environment and lesson plans
 Students use textbooks, paper, pencils, and encyclopedias
 “drill and practice” form of education (Morrison & Lowther, 2005)
NTeQ
 Student centered
 Independence, responsibility, profound education
 components changed the way teachers will design and carry out
lessons

4. Differences and similarities
Similarities
 environments are conducive to learning
 classroom management is important
 the teacher is the designer, manager and
facilitator of the classroom
 preparing students for society

5. Teacher
Both Traditional
 Teacher determines appropriate
methods and techniques for instruction
 Technological competence is
unnecessary
 Teacher acts as planner, instructor, and
NTeQ expert
 Designs how the classroom will be run,
organized, and arranged
 Teacher is technologically competent
 Teacher acts as designer, manager,
and facilitator
 Knows how to use computer as a
learning tool
 Able to design lessons as well as
manage and facilitate multidimensional
classroom learning environment
 Understands the correlation between
the student and the computer

6. Student
Both Traditional
 Students expected to meet objectives
 Student remains passive recipient of
knowledge
NTeQ  Engages primarily in individual work
 Student actively engages in learning process
 Sits at desk
 Students in the traditional classroom
 Assumes the role of researcher perform a "drill and practice" form of
 Becomes technologically competent education, based on a behavioral approach
where the students memorize the
 Engages in collaborative learning information (Morrison & Lowther, 2005).
 Complete activities at their own discretion  See technology used with delivery of
instruction than with independent
 Works on individualized assignments at exploration
different places in the room  Have limited exposure to technology usage
 Manages their own behavior  May become bored and frustrated
 At the center of learning (Vincent, 2009).
 Prepared for modern day society
 Role is one of independence
 Collaborate in small groups
 Active learner

7. Computer
NTeQ Traditional Classroom
 Is used as a tool –  Used primarily for low-
does not stand alone level applications
 Functions in tangent  Seen as an “add-on” to
with students’ abilities the curriculum
 Provides for  May sit idle in back of
meaningful learning classroom

8. Lessons
NTeQ Traditional Classroom
 Lessons are designed to  Lessons are designed and
keep students actively implemented without
involved
modifications
 Students play a large role
in the lesson  Students are led
“through” a lesson – may
 Objectives are meaningful not be actively engaged
and authentic in their learning

9. Environment
 Traditional
NTeQ
 Teacher centered
 Student centered encourages
student’s use of materials to
complete task  Teacher disciplines
 Self discipline with teacher’s
boundaries  Students at desk as teacher
 Assignments at different places in speaks
room  Students at desk as teacher
 encourages student’s use of informs
materials to complete task

10. Conclusion
 There are several differences between the NTeQ philosophy and the
traditional method of education.
 There are similarities between the two models.
 Both place a huge emphasis on the teacher as the facilitator and
students completing objective based activities.
 Both are conducive learning environments, require good classroom
management skills and prepare students for society.
 Because NTeQ outweighs the Traditional Method in outstanding and
beneficial ways, students are able to become advanced learners and
researchers while applying their skills.

11. References
Morrison, G.R.. Lowther, D.L., DeMeulle, L. (In Press) Integrating
computer technology into the classroom. Retrieved from ProQuest
on July 17, 2009.
Morrison, G. R. & Lowther, D. L. (2005). Integrating computer
technology into the classroom. New Jersey: Prentice-Hall.
Vincent, Samantha. (2009). The disadvantages of a traditional
classroom . Helium. Retrieved August 19, 2009, from http://
www.helium.com/items/1296189-disadvantages-traditional-
classroom