Advantages Of Digital Devices

The concept of flipped classroom has been effective in indicating better results in turning around instruction and teaching in the classroom. The old approaches employed in disseminating teaching in K-12 schools have also proven to be less effective in promoting the realization of better learning experiences and

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.

One example from the book covers “Conquering the Blank Page” which begin by setting goals or why do you want to flip this lesson. Initially, the authors explain that their goal is to meet the needs of every learner in their classroom. However, not every writer is at the same place in the process, so based on an observed need, a flipped lesson is created. Technology can often be the barrier, but Sonja and Dana take you through a step-by-step approach with checklist, forms and a video example to begin the process. Reasons for using a flipped lesson include:

It also explains the theoretical basis for this method that because students have background knowledge from lecture done before class, it gives them class time to explore difficult sections with immediate feedback from instructors and peers. It also pushes students to think about their own learning and allows for more growth in critical thinking. However the most helpful portion of this article is when it details how to effectively use the flipped classroom method in a way that is conducive to student learning. She note that you should provide the opportunity for students to gain first exposure prior to class, provide some incentive or necessity for student to be prepared for class, ad utilize their first exposure, then find a method that works best to access student understanding of the learned material, and last provide in class activities that “focus on higher level cognitive abilities.” In other words, creating activities that foster student using learned information in a way that allows for authentic production in the classroom for feedback opportunities. (Brame,

In the next three years I hope to see technology more evenly spread across the learning spectrum. Currently the core classes are the ones bursting with technological capabilities, which allows our teachers to reach the 21st century learner by being able to connect with them at their level. The 21st century uses technology for everything; they have digital calendars, notes, and they visit one another through virtual facetime sessions. We need to adapt our teaching styles to be innovative with technology so we can teach our students the timeless skills otherwise known as 21st century skills. We need to teach to the unknown, so that our students can be prepared for their

Standard four states that teachers plan and deliver effective instruction that advances the learning of each individual student. But before our lesson plan, as a group, we emphasized on what the textbook definition of a flipped classroom. Which is “a model in which the typical lecture and homework elements of a course are reversed.”  Our example for the class was doing the homework together as a class and then at home the students would take notes on the lesson through a video at home. Our Instructional Variety came into play when we made everyone get up and choose side “yes” or “no”.  This was my part of the presentation, so I asked the class three different questions and they responded by choosing a side and then saying why they chose that side. The first question started with “How many of you have even heard of a flipped classroom before now?  The second question was, “picture yourself back in high school, as a student would you have preferred a flipped classroom?”  And lastly, “as a future teacher yourself, can you picture yourself teaching in a flipped classroom style?”  One challenge my group and I faced during the project was being able to make slides and present out project without putting the class to sleep. One thing I would have done differently would have been making a lesson plan for a flipped classroom. Writing out a half hour to an hour

Digital media allows students to be well prepared and start learning the way 21st century should be learning. In the article, “Paperless Education,” stated “The old model is really outdated…Student’s need not only content knowledge, but they need 21st-century skills. And they need to be self-directed in their learning.” (Grace Magley, director of online Learning for the Natick Public schools.) According to the article, Paperless Education, students are required to focus on the skills of 21st century than focusing on something that take place before that. Student’s in the 21st century should start doing what 21st century offer, instead of going back and try to do it per the old ages. Students should take advantages of what’s being offer in front

Classrooms across the nation are taking on a new technology tendency known as the “flipped” schoolroom, where students see lecture videos as homework and teachers use class-time for discussion. First popularized by YouTtube sensation, Sal Khan, 36 months ago, the version that was flipped developed traction way quicker than investigators had time to study it.

Students, today, understand this type of model has imperfections. Their parents, who are the baby-boomers, when technology was just beginning to make its appearance, grew up as passive recipients of television and teacher led instruction. The youth of today are shaped by collaborating with digital tools and online experiences.

Milman (2012) notes, the flipped or inverted classroom, used in K-12 and higher education, has been receiving attention. According to Milman (2012), advocates of the strategy make numerous benefits known, for example - increasing classroom engagement. Milman (2012) notes there are both advantages (it seems to be a good fit to teach procedural knowledge) and disadvantages (students may not watch the videos and or it may not be the best way to learn the concept). Additionally Milman (2012) notes, “no empirical research exists to substantiate its use” (p. 2); however, many instructors support its use as a teaching strategy. According to Hamdan, McKnight, McKnight, and Arfstrom, (2013) both quantitative and qualitative research is limited; however, there is research that supports the model and the instruction of strategies that engage students in learning. Hamdan et al (2013) state Flipped Learning “has been mainly a grassroots movement” (p. 9), although more administrators and parents are researching this teaching method. Speak Up’s annual online survey (Fall of 2012) contained questions specific to the Flipped Learning method, 6% of respondents indicated they were using some form of video enhancement and 18% of teachers indicated interest in trying the method (Hamdan, McKnight, McKnight, & Arfstrom, 2013). In Addition, 60% of grade 6-12 students agreed this method would be a good way for them to learn (Hamdan et al., 2013).

In a “flipped” classroom, students are introduced to new topics by watching assigned instructional videos at home. Class time is then reserved for practice, collaborative projects, and more meaningful discourse. In this way, the traditional means of teaching is flipped; instead of learning new concepts in class and then doing practice problems at

With 21st century skills and the movement of technology in classrooms today, teachers have a wide variety of ways to interact and reach their students. Marks (2015) states that flipping a classroom is the best way to address the ever changing classroom dynamics. Most classrooms have students who are struggling to master they content and those who are in need of more challenge. Marks (2015) claims that by flipping the classroom teachers are able to target students who are struggling, challenge students who are ready to move on, and support learning for students who are absent.

The human mind is constantly learning and absorbing knowledge from different experiences throughout life. People understand and learn in different ways and paces, including education because there is a variety of ways students can interpret what is being taught. The flipped classroom is one of the ways students can get information differently from what they experience in a modern day classroom. The flipped classroom allows the teacher to give their lessons to the students at home through the computer and the students can do their homework in the actual classroom. This allows for students to work at their own leisure and not disturb the flow of the class for anyone else. The flipped classroom should be seen as a

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

As we progress through 21st century, technology plays a vital role in our education system and how students are thought in society. The way students are thought are more advance than just reading books, taking notes, completing assignment, essays and so forth. There was a time that education and learning were not possible without teachers, but today has taken on a whole new meaning. Incorporating modern technology in classrooms can better prepare students with technical skills that might be beneficial in their field of study. The digital age has reshaped the way student learn and create. It has become more versatile unlike any other time in history. As any educator knows it is essential to keep students engaged. (Wainwright). Educators must not only understand the changing ways that students are acquiring knowledge and interacting with content but serve as a guide to help them navigate the nuanced challenges of the digital world. (Dawn Wilson). Students today have grown up will technology so school in our society today must modify with the times and adapt to the way students are learning, because technology is a central part of our everyday lives it should be a key aspect in education in order to prepare students for the real world and their future endeavor.