The American Psychological Association's Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.Keywords Teacher professional development Á Technology Á Learner-centered instruction Overview Contemporary school reform movements emphasize situated, authentic, technology-rich learner-centered instruction that emphasizes complex problem solving and higher-order thinking skills (Bransford et al. 2000;McCombs et al. 2008;Wenglinsky 1999). Learnercentered teaching has potential to improve K-12 student learning in areas that have proven especially problematic (Cornelius-White 2007). Accordingly, significant shifts in curriculum standards have emerged across teaching domains. Current curriculum standards from national organizations now focus on providing relevant, meaningful tasks, developing higher-order thinking skills, and integrating technology as a tool to support learning. Learner-centered curriculum emphasizes conducting mathematical investigations (National
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