The flipped classroom - A good in-class and out-of-class use of ICT

In this module we have looked at a number of different ways in which computer technology can be used in the classroom and the advantages and challenges associated with their use. Some of the challenges or concerns highlighted were the question of parents ability to monitor and support the students at home, and that of the students using their out of class time in constructive educational use of the computer. I see the flipped classroom model as supporting the introduction of the computer in the classroom as well as helping to address a number of these disadvantages or concerns that we have highlighted.

I have found the following pointers from the various literatures that were read to be quite instructional:

The flipped classroom model inverts traditional methods delivering instruction online outside of class and moving ‘homework’ into the classroom

-          Students watch lectures at home at their own pace, communicating with peers and teachers via online discussion

-          Concept engagement takes place in the classroom with the help of the instructor

Educational technology and activity learning are two key components of the flipped classroom model.

Two key factors which serve as driving force for the adoption of the flipped classroom model are poor learning outcomes resulting from the traditional one-size-fits-all teaching methods which results in limited concept engagement with consequents such as high dropout rates, and increased prevalence of online educational videos

In the flipped classroom model there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school. This allows for more time to individualize instruction in the class time and keeps content alive for remediation, review, or other reference when needed. Learners have immediate and easy access to any topic when they need it, leaving the teacher with more opportunities to expand on higher order thinking skills and enrichment. Offloading some information transfer allows a classroom to develop that understands the need for teacher accessibility to overlap with cognitive load. That is, when students are assimilating information, creating new ideas, etc. (upper end of Bloom's Taxonomy) the teacher is present to help scaffold them through that process.

The flipped classroom is part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.

The flipped classroom incorporates blended learning. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities

The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling. However, we do recognize that it can have a profound impact on issues including student motivation, achievement, and engagement.

Cellular phones and the classroom

Students take their cellular phones everywhere. Thus if they are used in the classroom they may be able to connect to and continue with what was done in the classroom. In their spare time /waiting time outside the classroom they may build on classroom work. They may use their cellular phones to capture /record phenomena or entities that they may share in the classroom. Their use in the classroom helps to bridge the divide between their lives outside the classroom and inside.

 

Like any available resource which may be effective in conducting a particular lesson cellular phones may be used. The cellular phone could be used as a excellent resource in a number of different lessons. The question is; should it be made a standard part of the classroom?

Each form of the technology associated with computing has its pros and cons. However I think it will be stretching it far to incorporate the cellular phone as a standard device in the classroom. I see three problems associated with its size. 1. It can be easily snatched and concealed. 2. It can easily be passed around therefore cheating can be done both online and by passing around. 3. It is difficult to monitor by observation what students are doing on cellular phones.

 

The accumulated cost of using the cellular phone whether to text or speak would be very high since you pay for each use. My final concern has to do with radiation. Although the radiation issue is being downplayed by certain research it is a reality. The combined radiation effect of having so many cellular phones operating at the same time in the small space of the classroom would be quite considerable.

Social networks and classroom teaching/learning

Social networking has become a significant part of students’ life outside the classroom and is gaining momentum. Connecting what was done in the classroom with the students’ life outside the classroom is an important aspect of classroom instruction as such social networking is expected to become a feature is increasing significance in the classroom. The internet is a fun and valuable place for children to play and learn, and the vast majority of the time using the internet is a fantastic experience for millions of children.

However, as with many things in life, there can be hidden dangers. The main dangers children and their parents need to be aware of are: cyber bullying, grooming by sexual predators and the problems of posting personal or embarrassing information online.

 It’s easy to be fearful of new trends because we don’t use them or fully appreciate how they work. What is done in school must prepare students for life outside of the school gates and increasingly this includes how to behave and act responsibly and safely in all arenas – including online.

 These are some key questions that should be asked in attempting to incorporate social networking in the classroom.

 

1. Do I know enough about social networking? The intent is that teachers should familiarize themselves with the networks so that you can know what the students are engaged in and what you are asking them to be involved in, and to make judgments on students using them.

 

2. What are the advantages/opportunities they afford? How may they be used to facilitate/complement the school curriculum?
3.  What are the disadvantages/problems associated with their use and what measures may be taken to mitigate these?
4. What programs or policies does the school have in place to support, promote and address students’ use of social networks? What does the school need to put in place?
5. How should I as a teacher use these social network and what should be our code of conduct in terms of interaction with students and parents?

 

Some measures that could be taken to maximize the benefits of their use and to minimize the associated problems

-          take time to learn about how social networking sites work

-          Understand the risk and safety issues

-          Find ways to integrate the issues into the curriculum

-          Involve parents

 

It is important that measures be taken to ensure that students use social networks in a safe and productive way. It is important that teachers listen to the students share what they do and what they think about their activities on social networks. Teachers would then be in a good position to provide appropriate guidelines and regulations.  As a word of cation to the users of social networks I Borrow from The St Augustine Catholic College (E-safety Advice)

It's also worth remembering, once something is posted on the internet it's almost impossible to remove and so personal or embarrassing material can be seen by anyone, anywhere.

As a word to the teachers I borrow from the same source:

We should not be overwhelmed by the negatives, remember the internet is a great resource for children. It's important that we give them space to explore the internet, so they can learn to keep themselves safe.

Tablets - potential benefits but questions of affordability

The tablet has intermediate size between the smart phone and the laptop. With the supporting software(apps) it is a powerful tool. Thus it is portable, powerful and of a size that will allow the teacher to easily observe what the students are doing.

Tips for teachers

1. Be knowledgeable of the functions and resources available via the tablet.

2. Plan thoroughly to maximise use in the available class time

3. Be selective in terms of both when to use and what to use

4. Provide opportunity for interaction and collaboration to avoid isolation among students.

5. organise so that students can explore, enhance their skills and use in subject-relevant manner beyond class time

 

There are a number of pros for its use that I consider to be significant

1. It is related to the smart phone which the students use widely outside the classroom thus it fits the students lifestyle
2.  It is portable thus enabling use in various class settings – classroom, laboratory or fieldtrips
3. It makes the classroom technology rich with multimedia facilities. It provides images and sounds that can spark class discussion. The students can be taken on virtual fieldtrips anytime.
4. It increases students’ engagement. This provides opportunity for teachers to channel the increased engagement towards increased learning.

 

One of the main drawbacks in our context is that tablets are costly and to ensure that one is available to each student. Whereas it may be possible for two students to share a laptop the size and operation of the tablet makes it even less convenient for students to share in its use. The one- to-one use of tablets in our classrooms at this time is thus a challenge

 

Tablets - making use of the increased engagement

1.       The portability of the tablet means that it is a good device for fieldtrips which is an important part of my main area of instruction - science education.

Most of the literature highlight that the tablet increase students engagement. One teacher indicated that despite the increase in students’ engagement he did not see an improvement in their performance. This he claims may be due to the fact that with the increase in engagement he tried to push the students. I think that teachers need to focus on how we make use of that increase in student engagement. How do we structure our lessons to best make use of the students increased interest?

Taking objective approach to on-to-one computing

 

 

One-to-one computing means putting a computer- a PC, laptop, handheld, or tablet PC - into the hands of every student.

Many benefits have been put forward for one-to-one computing such as enhancing academic achievement, utility in project-based learning, Increase student engagement, it leads to greater student collaboration, Broadens learning beyond the classroom, Prepares for tomorrow’s workplace, and it provides More opportunities for self-directed learning. These potential benefits along with the fact that students are excited about computers, that it enriches our store of learning resources, and adds variety to teaching/learning  should demand teachers’ keen consideration.

 I specify consideration, and not yet use, since there are a number of disadvantages/challenges that the teachers need to consider such as too many schools emphasize technology over learning, that laptops and handhelds distract from learning rather than enhance it, the need for professional development of the teachers, the program is costly, the need for repair and support in the upkeep of these computers, and a lack of clear goals.

Awareness of the pros and the cons should prevent teachers from just getting on the bandwagon in the use of technology, but to be objective and use it in a manner to enhance students’ learning. Teachers need to consider ways of achieving educational goals with fewer risks and at lower costs.

Why over-kill the IWB?

Lecture is one of many strategies used in teaching. The IWB can be used to optimize the use of the lecture. It is good practice to vary and to use the most appropriate strategies. Should the teacher feel pressured to use the IWB frequently and thus compromise variety because it is present in the classroom?.  

 

Do we need to redefine the term interactive?

Thornbury(2009) indicated that for the transmission of information the IWB is unrivalled except by the data projector  hooked up to a networked computer.  He indicated that though the IWB delivery capability is impressive ,because learning is socially situated and mediated, the way it is used does not lend for much social interaction and thus its overall impact on students learning is only marginal I agree with this view. Considering this and the statement ‘Before you can take advantage of the technology you have to change the pedagogy’, the question is, which interaction do teachers see as more significant?– the social interaction or that with the IWB? If we see the social interaction as being important should not the interactive white board be used in such a way as to incorporate more social interaction?

 

Why not use IWB for testing?

Scott Thornbury (2009) points to studies in which the students benefited from use of  IWB in classroom instruction  and where the teachers involved expected the use of the IWB to improve students test scores but where there were no significant differences in the students’ test scores. The students were instructed with the aid of the IWB but tested in the traditional way. I wonder if there would have been a difference if they were tested using the IWB. With so much interest and expectation generated from IWB instruction why not use it to administer the test and see if there is any impact?

My initial contact with IWB

My first exposure to the use of the IWB was in England more than four years ago. As graduate students we went to observe a classroom in a school where PDAs were being piloted and the teacher was using an IWB. The use of the PDI as well as the interactive whiteboard was new and fascinating to me. I was however concern about the teachers’ ability to effectively monitor all the students individually while at the same time coordinating the whiteboard, This corresponds well with one of the disadvantages that was pointed out in the readings; that the teacher’s  freedom to move about the classroom is somewhat restricted. The use devices such as wireless slates  can now help to address that problem. 

 

Contribution to activity 1b (discussion)

We must constantly bear in mind that ICT is a tool to assist us in achieving our objectives in teaching/learning (of course, in a manner which is most effective). One aspect of managing the classroom is to decide if the use of ICT would be most effective in achieving the given objective in the prevailing circumstances of the classroom. This will require a good understanding of the various features of the given classroom.

If I decide on using ICT(achieving the objectives being the focus) managing its use must consist of maximizing the pros, associated with its use, and minimizing the cons Management will include addressing time constraints by providing guidelines to minimize time wastage(such as avoiding distractions). Management will also include providing guidelines to focus students’ attentions on the activities in ICT that will enable them to achieve the objectives.

My Introduction

Hello to All

 I am Ian Williams. I am a lecturer at The St Vincent and the Grenadines Community College Division of Teacher Education. My main area is Science Education. Science is closely bound to technology. The use of technology in the teaching of science is emphasized.

 Computer Science was one of my main areas in undergraduate studies. However, over the many years I have not kept abreast with the world of computing as I should. Thus a course which focuses on the integration of ICT with teaching/learning is highly valued.