Applying the First Principles of Instruction in Flipped and Face-to-Face Approaches: A Mixed-Methods Comparison

• In Event: Sheraton Roundtable Session 29
  In Roundtable Session: Enhancing Preservice Teachers' Media Literacy and the Use of Technology

Abstract

Developing teachers who can effectively integrate technology is critical for addressing the needs of today’s students and the changes wrought by rapidly emerging learning environments. This study compared the impact of flipped and face-to-face course versions on preservice teachers’ technology integration knowledge. Using an embedded mixed methods design, preservice teachers’ self-perceptions and application of TPACK were measured via a pre- and post- course survey and lesson plans, prompted reflections, and semi-structured interviews. The results revealed that preservice teachers significantly improved their knowledge of how to use various technologies with content specific instructional methods. These findings demonstrate the potential of this instructional design model in this context and lay the groundwork for replication with alternative instructional approaches.

Authors

• Jacob Andrew Hall, Syracuse University

• Jing Lei, Syracuse University