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An, Y.-J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms. Journal of Digital Learning in Teacher Education, 28(2), 54–62. https://doi.org/10.1080/21532974.2011.10784681
In the article "Creating Technology-Enhanced Learner-Centered Classrooms: K-12 Teacher's Beliefs, Perceptions, and Support Needs" by An and Reigeluth (2011), the authors explore integrating technology in a K–12 learner-centered education. The study found that teachers have a positive attitude towards technology, but there is a discrepancy between their learner-centered philosophy and classroom practices. The research identifies barriers like limited technology resources, time constraints, and institutional challenges. This study highlights the need for targeted professional development integrating technology and pedagogy. The authors propose a systemic educational shift towards learner-centered approaches. This study implies that to facilitate the transition to a learner-centered pedagogy; educational stakeholders need to reduce the focus on standard testing and provide more support for active learning opportunities.
The participants of this study were 126 K-12 teachers. The data collected from this study was a mixed-methods approach of qualitative and quantitative data gathered from an online survey. This study explored teachers' perceptions regarding technology-enhance, learner-centered classrooms.
As an instructional designer, this study is particularly relevant because it highlights the importance of bridging the gap between learner-centered pedagogy and course design. Like the findings of this study, at my institution, we need to work on implementing technology-enhanced classes that promote active learning. Moreover, this study serves as a reminder of the pressing need to develop professional development training that focuses on strategies to support student-centered learning with technology that caters to the needs of both educators and learners.
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