An, Y.-J., & Reigeluth, C. M. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.

Summary

This article examines K–12 teachers’ perspectives, challenges, and support needs regarding the creation of technology-enhanced, learner-centered classrooms. Through an online survey of 126 teachers, the authors examine attitudes toward technology integration, learner-centered pedagogies, obstacles to adoption, and the effectiveness of professional development. The findings indicate that while teachers generally hold positive views about integrating technology and adopting learner-centered instruction, they encounter significant barriers, including limited access to technology, insufficient time, and external assessment pressures. The study underscores the importance of professional development that emphasizes subject-specific technology integration, hands-on experiences, and practical strategies for implementing learner-centered practices. The authors advocate for a broader shift in educational paradigms to prioritize learning-focused approaches over traditional models centered on sorting and ranking students.

Evaluation

The research is systematically organized, presenting clear research questions and employing a mixed-methods approach that integrates quantitative (Likert-scale items) and qualitative (open-ended responses) data, offering a comprehensive view of teachers’ experiences and challenges. The results are presented in a clear, accessible manner, with tables that effectively summarize key findings. However, the study’s generalizability is limited by its relatively small sample size and its focus on specific geographic regions. Despite these constraints, the article provides valuable insights into both the obstacles and support needs associated with implementing technology-enhanced, learner-centered classrooms.

Reflection on Applicability to Digital Curriculum for Autistic Youth

The article’s emphasis on personalization and flexible, learner-centered approaches is highly relevant to the design of digital curricula for autistic students, who often benefit from tailored instruction. The focus on supporting students’ social-emotional skills, self-regulation, and collaborative learning experiences aligns with best practices for engaging autistic learners. Furthermore, the study’s recommendations for targeted, hands-on professional development could inform training programs for educators working with autistic youth. However, as the research does not specifically address students with autism, additional studies would be needed to fully understand how technology-enhanced, learner-centered instruction can best support this population.