Vidwans, Mohini2021-01-292020-03-2920202669-0667https://hdl.handle.net/10182/13306Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.pp.72-78, 7 pagesen© 2020 EJTE. All rights reserved.learner-centeredsocial constructivist technologyteacher reflectionsJournal Article10.33422/ejte.v2i1.174ANZSRC::130103 Higher EducationANZSRC::130304 Educational Administration, Management and LeadershipANZSRC::130309 Learning SciencesANZSRC::130313 Teacher Education and Professional Development of EducatorsANZSRC::130299 Curriculum and Pedagogy not elsewhere classifiedANZSRC::130303 Education Assessment and Evaluation2669-0667https://creativecommons.org/licenses/by/4.0/Attribution