Creating Technology-Enhanced, Learner-Centered Classrooms

  title={Creating Technology-Enhanced, Learner-Centered Classrooms},
  author={Yun-Jo An and Charles M. Reigeluth},
  journal={Journal of Digital Learning in Teacher Education},
  pages={54 - 62}
  • Yun-Jo An, C. Reigeluth
  • Published 8 November 2011
  • Psychology
  • Journal of Digital Learning in Teacher Education
Abstract Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers… Expand
Teachers' Adoption of Learner-Centered Technology
Teachers’ Adoption of Learner-Centered Technology Melissa C. Warr Department of Instructional Psychology and Technology, BYU Master of Science In this thesis, I describe research on teachers’Expand
Technology Integration and the Teacher-Student Relationship
A fundamental part of today's K-12 classroom is 21st-century instruction that infuses technology skills in all subjects to prepare for the digital world. As educators continue to integrate thisExpand
Strategies and Tools Used for Learner-Centered Instruction
Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implementExpand
Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration
“Learner centered” term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in aExpand
Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring
Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers’ learner-centered technology integration efforts, this study developed aExpand
Coaching to support teacher technology integration in elementary classrooms: A multiple case study
Abstract The aim of this multiple case study was to investigate the influences of professional development coaching on three elementary school teachers' technology integration practices and theirExpand
Teacher Candidate Technology Integration: For Student Learning or Instruction?
Abstract Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, aExpand
Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing
Though many USA schools embrace ubiquitous computing, few teachers reach a pedagogical developmental stage that makes the most effective use of technology for learning. In order to better understandExpand
A Learner-Centered Approach to Technology Integration: Online Geographical Tools in the ESL Classroom
This chapter demonstrates a model for technology integration in learner-centered classrooms for educators, administrators, and policy makers. In this model, students are trained on how to use aExpand
Teacher Perceptions and Use of Technology Across Content Areas with Linguistically Diverse Middle School Students
Abstract As the digital age broadens opportunities for technology use in the classroom, educators must consider how to use technology to create rich and varied learning opportunities for EnglishExpand


Reexamining technology’s role in learner-centered professional development
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered,Expand
Building technology-based, learner-centered classrooms: The evolution of a professional development framework
This study examined issues in supporting middle-school teachers to become more learner centered when implementing computer-based, workplace simulations in their classrooms. Specifically, this reportExpand
Implementation of learner-centered pedagogies in K-12 classrooms poses a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. InExpand
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment,Expand
Examining How Learner-Centered Professional Development Influences Teachers’ Espoused and Enacted Practices
ABSTRACT Prior professional development studies have identified discrepancies between what teachers’ report (espoused practices) and demonstrate (enacted practices) during classroom teaching. ThisExpand
Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices
This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into theirExpand
Examining Teacher Technology Use
As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collectedExpand
Strategies for Preparing Preservice Social Studies Teachers to Effectively Integrate Technology: Models and Practices
In this paper, we will discuss strategies we have used to assist pre-service social studies teachers with understanding and applying models and practices for effectively integrating technology intoExpand
Research on technology and teacher education: Current status and future directions
Within the context of a brief history of information technology in teacher education (ITTE), current research on ITTE is reviewed. It is argued that ITTE research can be categorized into threeExpand
A systems-based approach to technology integration using mentoring and communities of practice
The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages ofExpand