An, Y. J., & Reigeluth, C. (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 study surveyed 126 teachers to understand their thoughts, challenges, and support needs. Most teachers had positive views about using technology, saying it helps with learning and efficiency. However, they face problems like not having enough technology, limited time, and insufficient training. The study emphasizes the need for better training that is practical and specific to their subjects, as well as more support from schools. Teachers also call for teamwork and resources that fit student-centered teaching while addressing both external and personal barriers.
Evaluation
The study takes a detailed look at teachers’ opinions on using technology in student-focused teaching. It uses both numbers-based questions (Likert-scale) and open-ended responses to get a fuller understanding. It also points out specific challenges, like assessment practices and school rules, which make the findings more thorough. However, the study has some limits because it focuses only on certain areas (Texas and Arkansas) and mostly female teachers. While it stresses the need for better teacher training, it could have included more practical advice or clear examples for improvement.
Reflection
This article connects with my experience as a teacher using technology in cybersecurity courses. It highlights the gap between teachers’ beliefs in student-centered teaching and what they can actually do, which is a challenge I’ve seen too. Like the teachers in the study, I’ve faced problems such as not having enough resources or time. The suggestion for hands-on, customized training fits with my belief that training should be specific and practical for effective teaching. The study supports using the TPACK framework, which I already apply in my classes to make learning with technology more engaging and meaningful.