Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment

Teachers’ implementation of technology-enhanced student-centered learning environments (SCLEs) will be affected by their beliefs about effective practices. In order for student-centered programs to be used as intended, designers must be aware of the key issues that will shape their implementation and the beliefs teachers hold about these issues. This case study examined 15 teachers’ beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school science that was designed to create a SCLE in the classroom. Considerations for the design of similar programs are offered. Concurrent interest in learning guided by a constructivist perspective and advances in computer technology have led to a renewed interest in student-centered learning (Land & Hannafin, 2000). Student-centered learning requires students to set their own goals for learning, and determine resources and activities that will help them meet those goals (Jonassen, 2000). Because students pursue their own goals, all of their activities are meaningful to them.