Modified Flipped Classroom: A Project-Based Spiraling Curriculum Model to Support Learning Efficiency and Engagement
PROCEEDING
Jing Liu, Xi’an Radio & Television University, China ; J. Michael Blocher, Shadow Armfield, Elizabeth Moore, 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), Waynesville, NC USA
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 August 14, 2024 from https://www.learntechlib.org/primary/p/177950/.
© 2017 Association for the Advancement of Computing in Education (AACE)
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