Flipping With the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development

Abstract

Proposed as an effective method for preservice teachers’ technology integration development, the flipped approach may afford opportunities to model face-to-face and online instruction with technology, and it may allocate additional class time for learning by design. This study examined a course designed with the flipped model of instruction and its impact on participants’ technological pedagogical content knowledge (TPACK). Using a single group pretest–posttest design, self-perceptions of TPACK and lesson designs were analyzed before and after participants completed an educational technology course. Findings revealed statistically significant gains in participants’ self-perceptions of pedagogical knowledge (PK) and application of TPACK. While gains in self-perceptions of technological knowledge (TK) and technological pedagogical knowledge (TPK) were not statistically significant, the small to medium effect sizes may merit a replication of this study with a larger sample. (Keywords: flipped model of instruction, teacher education, TPACK, first principles of instruction)

Acknowledgments

The author gratefully acknowledges the funding provided by the Syracuse University School of Education Creative & Research Grant Program.

Additional information

Notes on contributors

Jacob A. Hall

Jacob A. Hall is an assistant professor of educational technology in the Childhood/Early Childhood Education Department at SUNY Cortland. His research interests include the preparation of teachers for blended learning environments, technology integration to meet the needs of diverse learners, and the use of media to develop digital competencies. Please address correspondence regarding this article to Jacob A. Hall, Department of Childhood/Early Childhood Education, SUNY Cortland, Education Building, Cortland, NY 13045-0900, USA. E-mail: [email protected]