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.
An and Reighluth (2011) conducted a survey-based exploratory study to learn about teacher perceptions, barriers, and support needed to create technology-enhanced classrooms. An et al. provide a literature review that defines the learner-center classroom space, personalized and customized learning, self-regulated learning, collaborative and authentic learning experiences, and technology integration. An et al. draw from the current-at-the-time research to develop a theoretical underpinning of technology use in the classroom. The study focuses on five elements related to K -12 teachers: beliefs and attitudes toward using technology in teaching and learning, perception of learner-centered instruction, perception of barriers to implementing technology and learner-centered classrooms, perceptions effective professional development and how to improve professional development, and teacher support needs. An et al. conducted a survey developed from their literature review and added additional Likert scale questions. The survey had a response rate of 32%. The results showed that teachers believed technology was important to teaching, they supported use of classroom technology, learned new technologies, and believed it was part of their job as teachers to learn new technology to implement in the classroom. Teachers positively viewed learner-centered instruction, but found it both challenging and rewarding. Most teachers perceived they provided personalized learning to their students. Most teachers did not perceive that their own personal attitudes were a barrier to implementing learner-centered instruction or technology. Teachers found two weaknesses in professional development: they were not specific enough and contain too much information in too short a time frame. Teachers want improved professional development sessions that given them hands on support, learner-centered environments, and specificity. An et al. also acknowledge the systems teachers want in place cannot exist without support from the systems teachers work in. The end with a suggestion or further research to test the generalizability of the findings of this study.
An et al. organize their study very well. The problem was clearly articulated up front. The conceptual framework led directly to the five facets of research presented. The methodology was clearly described. They provided relevant citations to support their work, which was current. The research was presented in a very clear and organized fashion that was easily accessible to the reader. The concepts were all clearly operationalized and defined so that a scholar unfamiliar with all of the concepts were easily accessible. The results tied back to the literature review, and appropriate studies were cited to support the findings. The discussion led to other opportunities for research.
As a doctoral student, this article serves as a good model for organizing a paper. I enjoyed reading a study that was well organized and where all the parts were easily identifiable. I did not have to do a lot of work to understand the concepts presented because the authors clearly defined terms that needed to be defined and provided adequate supporting research. This is something I think about as I write my own papers – being clear in the patterns and ideas I see and clearly articulating those ideas for an audience who may read my work. The development of the instrument was discussed and that is also important so we can understand what is being measured is accurately represented. The results and discussion also made clear connections back to the literature review.
As an administrator and a teacher, I found the discussion about teacher perceptions of professional developments. I share the same sentiments that most professional development is too long, too broad, and a reflection of what someone else thinks I should know as a professional rather than what I need to know. It’s a good reminder to ask the people who need the professional development what they need instead of thinking I know, even though I teach, too.
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