A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

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resources……………………………………...74 Keyboarding skills……………………………………………….76 Note-taking skills………………………………………………...78 Presentation skills………………………………………………..79 Organization……………………………………………………..80 Critical thinking………………………………………………….84 Getting more help………………………………………………..85 Responsibility……………………………………………………87 Theme 3: Implementation Dip……………………………..………….....88 Distraction from the laptop……….……………………………...90 Access………………………………………………………..95 Software……………………………………………………...97 Content areas…………………………………………………98 Goals of the initiative………………………………………..100 Evaluating the initiative……………………………..……...103 Theme 4: Technology for Instruction…...……………………………...104 High school teachers' use of technology……………………….104 Professors' use of technology…………………………………..108 Professors' awareness of technological resources……………...112 Additional Findings………..………………..………………………………….114 Defining college readiness……………..………..……………………...116 No regrets regarding their 1:1 experience…………………………..117 Summary…………………………………………………………………..……118 CHAPTER 5. DISCUSSION, RECOMMENDATIONS, AND IMPLICAITONS Introduction……………………………………………………………………..120 Discussion of Results……………………………….…………………………..120 Cognitive Strategies…………………………………………………….120 Self-Management……………………………………………………….122 Content Knowledge…………………………………………………….124 Knowledge about Postsecondary Education…………..………………..126 Self-Advocacy Skills…………………………………………………...128 Implications for Stakeholder Groups…………………………………………...129 Implications for students………………………………………………..130 Implications for parents………………………………………………...131 Implications for teachers………………………………………………..133 Implications for school leaders…………………………………………136 Implications for professors…………………………………………..…139 Implications for policymakers………………………………………….140 Recommendations for Existing 1:1 Programs…………………………………141 Use laptops to promote social etiquette………………………………...141 Listen to students……………………………………………………….142 Adoption of a 1:1 initiative should be thoughtful and well-planned..….143 Maintain the condition of laptops………………………………………143 Future Research………………………………………………………………...

Technology is changing education. School leaders are charged with purchasing and leveraging technology to maximize an ever-changing landscape of teaching and learning. They have many factors to consider as they make decisions about what specific technologies to purchase for their schools. Gartner's Hype Cycle is an annually published report that can help school leaders anticipate and plan for trends in education. A recent qualitative study analyzed data from fifteen participants in two different countries and five different high schools regarding their one-to-one (1:1) laptop experiences. The study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience on their readiness for college and the uses of technology for instructional purposes by high school teachers and college professors. Implications from the study for school leaders call for technology initiatives to be thoughtfully planned and sustainable. Preparation for implementation should include infrastructure planning, clear and measureable goals for the initiative that are effectively communicated to the stakeholders involved in the initiative, and effective training for teachers prior to and during the technology initiative. The results of the 1:1 qualitative study used in conjunction with Gartner's Hype Cycle provide critical information for school leaders to consider when determining the selection and timing of technology initiatives and planning for implementation.

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