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ERIC Number: EJ960151
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-2153-2974
Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs
An, Yun-Jo; Reigeluth, Charles
Journal of Digital Learning in Teacher Education, v28 n2 p54-62 Win 2011-2012
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 participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change. (Contains 5 tables.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Paradigm Shifts; Arkansas; Texas