Combining Technology with Education

noreply@blogger.com (Joy MacMahan) — Fri, 11 Feb 2022 15:55:00 +0000

A Flipped Flop 2015

YouTube video that explains the concept of the flipped classroom model and the flops that can present as well.

Here is another article pertaining to a flipped flop:
Flip Fails #1: A Series of Flops, Flunks And Faux Pas

Creating a Flipped Classroom that isn't a Flop!

noreply@blogger.com (Joy MacMahan) — Fri, 11 Feb 2022 15:42:00 +0000

Creating a Flipped Classroom that isn't a Flop!

I found an article, "Lessons from Flipped Classrooms and Flipped Failures", and began thinking that the reason many educators are hesitant to conform to a Blended Learning or Flipped Classroom is because of thoughts of failure. Some key elements to this article states one, Give yourself a lot of time to ease into it. Talbert goes on to say, I try to suggest a one-year plan between the moment you become interested in flipped learning and the moment you actually use it in the classroom. Take a solid year to plan, to develop materials, to test things out and so forth. Don’t try to jump straight into it (Young, 2017).

Two: Be open to good communication. Understanding what your students get and don't get within the knowledge portion of these models is important. Making sure your instructional videos and classroom activities are being understood and that the students are grasping the information is a main point in creating these Edtech classroom changes. Because one of the things about flipped learning is that it opens the class time up, what is called the group space in the classroom where students are actually meeting and working together and anything could happen. It’s quite an improvisational approach to teaching in the classroom. So if you don’t plan ahead for contingencies, at least mentally prepare for them, something’s going to happen that you’re not ready for and it’s going to cause issues, to put it mildly (Young, 2017).

Three: Break the traditional lecture model where students get addicted to educators teaching. There can be an unhealthy dependency of students upon instructors (Young, 2017). Students gang up on educators, wanting the teacher to give the answers. This is where the student needs to be accountable for their own education. When peers teach peers, the information can just click for both students.

I think that students can often take the approach where this is the only thing they’ve ever known. It’s not a failure of character amongst the students. It’s just an unfortunate artifact of the kind of educational system they grow up with, that students go to class expecting the teacher to do work for them (Young, 2017).

Four: With traditional ways of teaching, students may be able to solve problems that are similar to the teachers examples, but what happens when the problem to solve is slightly different? Students must learn how to think outside the box, and with these new ways to educate and drive information home, students will slowly but surely learn how to solve these problems that are outside the box by googling or asking peers instead of demanding answers from the teacher and in this approach, retention of the information tends to stay. It is super important for students, especially college students to learn material on their own.

Five: Why its works; One thing that the flipped model is really good for is giving you plenty of opportunities to gather data about student learning. When you’ve basically freed up class time so there’s very little lecturing going on, you can give lots and lots of formative assessment day in and day out.

You can interweave the formative assessment so that if you cover a topic in week two you can give them a little in-class quiz in week five to see if it’s still there. I’ve noticed that it’s still there. It really persists throughout the course. I’ve seen lots of great success stories with students coming through where it might take them a little while longer to really get it, but they get it because they have freedom, they have flexibility and they have attention (Young, 2017).

In conclusion, give time for thorough lessons and be sure the information presented is sinking in. If it is not, break the traditional teacher badgering and make peers teach peers. Ask questions of the students and create an open communication with the class. Create a classroom where students learn things on there own, what an amazing life lesson. Last but not least, the flipped classroom works due to the large amounts of formative assessments that will now take place.

Some of my flops include: Not knowing how the web 2.0 tool works to its entirety. Meaning not realizing how I get students responses or how to use the tool to its full extent. I've also had ideas to use as classroom activities and the students were mute. No discussion or collaboration. That made the class very long.

What are some flops you have had with flipping your classroom?

Reference:

Young, Jeffrey. 2017. "Lessons from Flipped Classrooms and Flipped Failures." Digital Learning in Higher Ed. Retrieved from Edsurge.com February 11, 2022.

Why the Flipped Classroom?

noreply@blogger.com (Joy MacMahan) — Sat, 05 Feb 2022 18:46:00 +0000

Why Flipped Classrooms Work

Despite what traditional teaching models might have you believe, education is not limited to a single person standing at the front of a room lecturing to a group of rapt pupils. Rather, education is an intrinsically social prospect, and when you facilitate learning between the individuals who have knowledge and those who need it, it can create an environment of rapid knowledge growth.

This is why schools have begun embracing methodologies to encourage knowledge sharing, both in-classroom and remote. The ability to use technology to share knowledge and co-learn between people across geographies has shown significant impact on education, as has the ability for students to learn on their own, at their own pace. Flexible classrooms allow students to view lectures and perform solo learning at home, and then meet in the classroom for group activities and interpersonal learning. The addition of remote learning allows students to join in these collaborative exercises from anywhere, extending the size of the classroom and the range of perspectives.

These benefits are backed up by research, with studies reporting that using a flipped classroom approach “increased [the] levels of student achievement, interest and engagement” (Herreid & Schiller, 2013). This was demonstrated in a major study of science education, which found that students in flipped classrooms achieved higher test scores and greater overall classroom success than comparable students in traditional education classes (Ruddick, 2012).

How is technology driving education?

noreply@blogger.com (Joy MacMahan) — Fri, 04 Feb 2022 21:21:00 +0000

Technology is everywhere in education: As a result, using technology for educational purposes include schools using a mix of digital resources, touting potential benefits such as greater ability to personalize, higher engagement among students, enhanced ability to keep content updated and current, and greater interactivity and adaptivity (or responsiveness to individual learners)

Generally, the hope is that putting devices in the hands of students will help with some or all of the following goals:

Allowing teachers and software to deliver more personalized content and lessons to students, while allowing students to learn at their own pace and ability level;

Helping students to become technologically skilled and literate and thus better prepared for modern workplaces;

Empowering students to do more complex and creative work by allowing them to use digital and online applications and tools;

Improving the administration and management of schools and classrooms by making it easier to gather information on what students know and have done;

Improving communications among students, teachers, and parents.

In many schools, students are given district-owned computing devices or allowed to bring their own devices from home. The idea is that this allows for “24-7” learning at the time and location of the student’s choosing.

Learning management systems, student information systems, and other software are also used to distribute assignments, manage schedules and communications, and track student progress. Educational software and applications have grown more “adaptive,” relying on technology and algorithms to determine not only what a student knows, but what his or her learning process is, and even his or her emotional state (Herold, 2016).

In conclusion, technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere (Perdue University, 2022).

Combining Technology with Education

Here is another article pertaining to a flipped flop:Flip Fails #1: A Series of Flops, Flunks And Faux Pas

Creating a Flipped Classroom that isn't a Flop!

Why the Flipped Classroom?

Why Flipped Classrooms Work

How is technology driving education?

Here is another article pertaining to a flipped flop:
Flip Fails #1: A Series of Flops, Flunks And Faux Pas