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Modified Flipped Classroom: A Project-Based Spiraling Curriculum Model to Support Learning Efficiency and Engagement
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, Xi’an Radio & Television University, China ; , , , Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An international collaboration between a Chinese Visiting Scholar and faculty at a US College of Education provided the opportunity to share, investigate and evaluate a flipped classroom model that endeavors to make the best use of in-class time. By focusing on project-based spiraling curriculum, where students practice everyday classroom teacher tasks, the researchers were able to identify and define a modified flipped classroom model that focuses on in-class development of technology integration understandings and skills through hands-on practice for these preservice teachers. This paper will; a) provide a brief historical background and foundation for the flipped classroom, and b) provide evaluation data of a technology integration course that was designed in a modified flipped classroom approach to take advantage of in class time to increase student-centered engagement in a teacher preparation course.

Citation

Liu, J., Blocher, J.M., Armfield, S. & Moore, E. (2017). Modified Flipped Classroom: A Project-Based Spiraling Curriculum Model to Support Learning Efficiency and Engagement. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2391-2396). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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