Flipping With the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development

Hall, Jacob A.

doi:10.1080/21532974.2018.1494520

Cited by 16 publications

(9 citation statements)

References 31 publications

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“…Given that PSTs benefit from exploring novel technologies (Lei, 2009 ) and having course space to gain new experiences (Hall, 2018 ; Hall et al, 2020 ), the Actively Explore phase was a critical design element. In terms of the CoI, Dunlap et al ( 2016 ) highlighted the importance of selecting content that fosters both cognitive and teaching presence during the Actively Explore phase.…”

Section: Resultsmentioning

confidence: 99%

“…The COVID-19 pandemic may have highlighted teachers’ lack of experience in online or blended settings (Trust & Whalen, 2020 ), but infusing blended and online competencies in teacher education has long been recommended (Archambault & Kennedy, 2014 ; Hall, 2018 ; Kennedy & Archambault, 2012 ). As the immediate need for K-12 emergency remote teaching subsides, teacher education programs should consider developing PSTs’ online pedagogies in the context of blended teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

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Preparing for Virtual Student Teaching: a Presence + Experience Design Case

2021

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As online classrooms become more commonplace in K-12 education, teacher education programs seek to better prepare candidates for these contexts and are considering ways to address this additional preparation within their curricula. This article presents a design case of a 2-credit, 10-day, online course that was created to prepare 237 pre-service teachers for student teaching in online environments during the Fall 2020 semester. The Presence + Experience framework guided the design process in this case as designers sought to build a community of online learners within a highly experiential learning environment. This article details the design process with this framework along with its challenges, designers’ experiences, and the resulting product.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

2021

Self Cite

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“…Now we can use digital tools in the teaching learning process due to effective use in order to deliver the knowledge, skills and higher order thinking concept, therefore, the academic activities can be made more informative through the use of information communication technology in the teaching learning process which is considered as a major revolution (Herout, 2017) but at the same time, the technological pedagogical approach for teachers is also essential in this digital era in order to inculcate the conceptual learning (Wen & Shinas, 2021). The flipped approach facilitates online and face to face interaction through technological tools in order to promote technological pedagogical knowledge with application can be utilized for the professional development of teachers (Hall, 2018). In the same context blended learning approach may be utilized to develop online pedagogical skills and intrinsic as well as extrinsic motivation can created among learners towards educational attainment (Javed& Asghar, 2017) through which scientific attitude can be created that facilitates the proper shape of life to survive and to fulfill the needs and demands of the digital era of twenty first century.…”

Section: Literature Reviewmentioning

confidence: 99%

Status of Digital Literacy among Elementary and Secondary Students in Punjab

Rasheed¹

2021

PSSR

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In this era, use of technology becomes more important than ever in daily life, therefore, the significance of digital literacy has been enhanced. It is now an essential skill to survive in the 21 st century. This study is about the digital literacy skill of elementary and secondary school students. The study was delimited to basic computer skills. The sample of students comprised of 200 students out of which 99 students were female and 101 were male students. To find the status of basic computer skills, students of elementary, and secondary school students (from science and Arts stream) were purposely selected. The data was collected through an online digital literacy tool where focus was to measure basic computer skills. There were 38 items in the tool and 30 minutes were given to the students to solve it. The score was also generated online. It was found that students were having less basic computer skills which may lead to weak digital literacy skills. Most of the students even do not know the basics of computers. One of the reasons of low or poor basic computers skills was the unavailability of computers and laptops in students' homes. It is recommended to make computers compulsory for secondary classes too so that student can handle the computer gadgets and can equip themselves with digital literacy skills.

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“…Most importantly, learners are supposed to be engaged in problem-solving activities. Though the model by Merrill (2002) does not address on the design of flipped learning classes, researchers revise it for flipped learning classes in later studies (Hall, 2018;Kim, Jung, de Siqueira, & Huber, 2016;Lo & Hew, 2017;Lo, Lie, & Hew, 2018).…”

Section: Ideation and Prototype: The Flipped Learning Wheel (Flw)mentioning

confidence: 99%

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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Flipping With the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development

Cited by 16 publications

References 31 publications

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

Preparing for Virtual Student Teaching: a Presence + Experience Design Case

Status of Digital Literacy among Elementary and Secondary Students in Punjab

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

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