Learner-Centered Pedagogy in Technology Integrated Classrooms

Abstract

Research evidence exists to support the implementation of learner-centered approaches in technological usage and in teaching methodologies. This chapter uses qualitative observation data on implementation of learner-centered approaches in technology integrated classrooms collected by two participant observers. Findings indicate that the problems that some instructional technology researchers in the past decade have found still persist despite the extensive technology professional development designed to enhance the use of technology in a learner-centered approach. The TPACK framework which is used as a guide to effective technology integration has not been fully utilized by many who offer professional development or those who design technology courses at teacher preparation programs. Two major problems noted in observation notes are: 1) those who provide professional development do not begin with the background of the TPACK framework; 2) the TPACK framework is usually discussed in isolation of other frameworks such as the UDL framework.