Advantages And Disadvantages Of Technology In The Classroom

Flipped classrooms, also known as blended learning, reverse instruction, or inverted classrooms, the roles and expectations on how students learn and who is responsible for the learning are switched.  When the classroom is flipped, students are responsible for how and when they study, how much of the content they master, and if they are prepared for class when class convenes (Davies, Dean, & Ball, 2013).  To prepare for class, students may be required to watch videos, view PowerPoint presentations, or read course materials outside of the classroom.  During class time, students complete “homework” and inquiry-based and investigative activities (Schmidt & Ralph, 2016).

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

Technology is everywhere; it is almost inevitable. In 2013 a study was done by the American Community Survey showing just how much we use computers.The study showed that eighty- four percent of american households owned a computer. Although technology is on the rise, it may not be the best answer for everything. Computers are relied on heavily in schools all over the world which could eventually be a problem. There are many flaws that the internet and schooling systems may never be able to ‘fix’. Many people take advantage of this luxury. Yet there is a large population of people who do not agree with the certain use of technology in schools. Although ideas with the internet are limitless, not all luxuries in life are provided. Most things

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

They encourage the students in the learning process and to take more responsibilities, such as watching the math videos in the flipped classroom. They treat students respectfully and differentiate instruction to meet all students’ needs. Teachers use whole class, small groups and cooperative learning strategies. They use a variety of activities to engage all kinds of learners, such as hands-on (labs), posters, projects, etc. Teachers develop critical thinking skills through the activities and strategies they use in the classroom. The Reading Lab Teacher had on the board the word antidisestablishmentarianism. The students had to guess what the word means. After that, they had to break down the words in multiple parts, which help figure out the meaning of this word. As a fun activity, the students had to create as many small words as possible from this word. The students shared their results with the class.

One of the subjects that I remember well from high school is curriculum that I learned from my AP Chemistry course. I took AP Chemistry throughout my entire junior year in high school. My chemistry course was the first time that I was introduced to the “reverse classroom” teaching style. My teacher, Mr. Rippeon, explained reverse classroom (also called flipped classroom) as a teaching style where the students watch assigned lecture videos for homework, and learning activities and demonstrations are done during class to reinforce what was learned from the videos. In my class specifically, we completed small labs, did worksheets in groups, and did many short demonstrations. Some of the demonstrations included lighting tables on fire with various chemicals, experimenting with marshmallows in vacuums, and setting tables on fire. Because my

Teachers began flipping the classroom because they wanted more of the class time to be spent on the students asking questions. This source gives many examples you can do to flip a classroom. You can assign pre-readings; assign videos, interactive quizzes, power points, and online discussions. Teachers also provide a rubric with dates on them so the students know where they should be. This allows them to break large assignments up into smaller pieces. This puts a lot more responsibility on students, which can also relinquish the control from the

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

The article I used was "Should You Flipp Your Classroom?" written Ramsey Musallan on the website Edutopia. My reaction to the concept of flip classrooms left me beleiving that it is an effective learning technique, for not only the students, but the teachers as well. A flip classroom is a technique that is used in the classroom, by utilizing the homework in class, as well as watching online lectures at home. In the classroom the assignments are hands on, and allows the students to go through a trial and error procedure, where they really get to experiance and learn whatever it may be that they are doing. When I am a teacher, i will seriously consider utilizing the flipped classroom method, because I believe that a more hands on method is more

They like having the opportunity to come up to the board and draw, write, or “click” the button to complete a learning activity. All my recent research has increased my confidence that I want to try blended learning with my students. Time is such a valuable resource and I want to use it much better in teaching. That research as made me aware of videos show school districts and teachers using blended learning or flipping the classroom with good success. I recall hearing at least 4 teachers say that they were attaining testing scores that were the highest in their State. That is the kind to teaching results that I would like to

As a companion to the flipped format, professors also used clickers to engage students in the in-class activities. Ninety-four percent of the students preferred the flipped and clicker method. Professors in this study found there was an increase in quiz, project, and test scores. In doing the higher order thinking activities, students not only knew the material but also knew how to apply it (Garver, Roberts, 2013). In another study using the FIZZ method of flipping a classroom, there was an overall increase in student success, parent involvement, administrative support, and in teacher job satisfaction. In a survey conducted by the website Classroom Window, nearly 90% of the 500 teachers polled reported improved job satisfaction, 70% reported there had been an increase in standardized test scores, and 80% reported that students’ attitudes had improved (Brunsell, Horejsi, 2013). In a third study using nursing students, the students that experienced the flipped classrooms had significantly higher unit test scores but the scores on the final exam were no different than those in a traditional class(Matsuda, Azaiza, Salani, 2017). After a study of flipping a high school Liberal Arts class conducted by Jong (2017) a student had this to

In executing flipped classroom, remembering and understanding as the most minimal levels of cognitive domain are honed outside the class hour (Krathwohl and Anderson, 2001). While in the classroom, the learners concentrated on higher types of intellectual work, including applying, analyzing, evaluating, and creating. With the flipped model, the lower levels are exhibited before class through recorded lectures and video. Readings, simulations, and different materials also give this foundational support for learning so that in-class time can be spent chipping away at higher levels of learning from application to evaluation. Actualizing flipped learning permits the students to invest more energy supporting higher-level learning tasks,

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

Flipped classrooms foster an increase in student engagement and collaboration while gaining 21st century learning skills.