Preparing for Blended K–12 Instruction: Preservice Teacher Development in a Flipped Technology-Integration Course

• In Event: 41.043 - Constructing, Collaborating, and Preservice Teacher Learning in Literacy Education

Abstract

As the flipped course design continues to expand its impact on higher education and blended learning broadens its reach in K-12 classrooms, we investigated the impact of a flipped course on learning outcomes in a technology integration course for preservice teachers. Built on a previous study in this context that developed the course as a series of design tasks to be completed by teams and culminated in the individual design and implementation of a technology-integrated lesson, this study seeks to describe the impact of flipping this course (Johnson, 2012). Survey data, reflective journals, and pre- and post- lesson plans were collected to detail the experiences of preservice teachers and to describe the impact on their technological, pedagogical, and content knowledge.

Authors

• Jacob Andrew Hall, Syracuse University

• Jing Lei, Syracuse University