421
Views
1
CrossRef citations to date
0
Altmetric
Article

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

Pages 201-218 | Received 23 Oct 2017, Accepted 26 Jun 2018, Published online: 24 Jan 2019

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
  • Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300.
  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Andre, T. (1997). Selected microinstructional methods to facilitate knowledge construction: Implications for instructional design. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra (Eds.), Instructional-design: Internationial perspective: Theory, research, and models (pp. 243–267). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Archambault, L. M. (2016). Exploring the use of qualitative methods to examine TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (Second, pp. 65–86). New York, NY: Routledge.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662.
  • Archambault, L. M., & Kennedy, K. (2014). Teacher preparation for K-12 online and blended learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 225–244). Nova Scotia: ETC Press.
  • Bakir, N. (2015). An exploration of contemporary realities of technology and teacher education: Lessons learned. Journal of Digital Learning in Teacher Education, 31(3), 117–130.
  • Bakir, N. (2016). Technology and teacher education: A brief glimpse of the research and practice that have shaped the field. TechTrends, 60(1), 21–29.
  • Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728–746.
  • Baram, E., Chuang, H.-H., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370–378.
  • Betrus, A. K. (2012). Historical evolution of instructional technology in teacher education programs: A ten-year update. TechTrends, 56(5), 42–45.
  • Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. New York: Longman.
  • Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: Are teacher educators competent?. Journal of Digital Learning in Teacher Education, 33(2), 46–48.
  • Bruce, B. C., & Levin, J. A. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79–102.
  • Cargile, L. A., & Karkness, S. S. (2015). Flip or flop: Are math teachers using Khan Academy as envisioned by Sal Khan?. TechTrends, 59(6), 21–27.
  • Center for Digital Education (2017). ESSA, edtech, and the future of education.
  • Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
  • Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for Educators (Second, pp. 87–106). New York, NY: Routledge.
  • Cheung, W. S., & Hew, K. F. (2015). Applying “First principles of instruction” in a blended learning course. In K. C. Li, T. L. Wong, S. K. Cheung, J. Lam, & K. K. Ng (Eds.), Technology in education:Transforming educational practices with technology (pp. 127–135). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-46158-7
  • Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155–159.
  • Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314.
  • DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151.
  • Figg, C., & Kamini, J. (2011). Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers. Australasian Journal of Educational Technology, 27(7), 1227–1246.
  • Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learning in higher education: An investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18–27.
  • Hall, J. & Lei, J. (2016, November). Flipping the technology integration classroom for pre-service teachers. Paper presented at Annual Convention of the Association for Educational Communications and Technology (AECT). Las Vegas, NV.
  • Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260.
  • Harris, J., Grandgenett, N., & Hofer, M. J. (2010). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research Highlights in Technology and Teacher Education 2010 (pp. 323–331). Society for Information Technology and Teacher Education. Retrieved from https://publish.wm.edu/bookchapters/6
  • Hur, J. W., Cullen, T. A., & Brush, T. (2010). Teaching for application: A model for assisting pre‐service teachers with technology integration. Journal of Technology and Teacher Education, 18(1), 161–182.
  • Johnson, L. (2012). The effect of design teams on preservice teachers’ technology integration. New York: Syracuse University.
  • Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 215–239). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Kali, Y., McKenney, S., & Sagy, O. (2015). Teachers as designers of technology enhanced learning. Instructional Science, 43(2), 173–179.
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.
  • Kimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53–77.
  • Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computer Assisted Learning, 21(2), 95–102.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Krathwohl, D. R. (2002). A revision of Bloom ’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.
  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Society, 20(1), 211–221.
  • Lee, S., & Koszalka, T. A. (2016). Course-level implementation of First Principles, goal orientations, and cognitive engagement: A multilevel mediation model. Asia Pacific Education Review, 17(2), 365–375.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97.
  • Lu, L., & Lei, J. (2012). Using live dual modeling to help preservice teachers develop TPACK. Journal of Digital Learning in Teacher Education, 29(1), 14–22.
  • Margulieux, L. E., McCracken, W. M., & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104–118.
  • Martinez, M. R., McGrath, D. R., & Foster, E. (2016). How deeper learning can create a new vision for teaching. Arlington, VA: NCTAF.
  • Means, B., Toyoma, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
  • Merriënboer, J. J. G., Clark, R. E., & Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50(2), 39–61.
  • Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
  • Merrill, M. D. (2012). First principles of instruction (1st ed.). New York: Pfeiffer.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Nelson, L. M. (1999). Collaborative problem solving. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 241–267). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Nordin, H., Davis, N., & Ariffin, T. F. T. (2013). A case study of secondary pre-service teachers’ technological pedagogical and content knowledge mastery level. In Procedia - Social and Behavioral Sciences (Vol. 103, pp. 1–9). London: Elsevier Ltd.
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
  • Office of Educational Technology. (2016). Future ready learning: Reimagining the role of technology in education.
  • Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1/2), 1–8.
  • Papert, S. (1988). A critique of technocentrism in thinking about the school of the future. In B. Sendov & I. Stanchev (Eds.), Children in the information age: Opportunities for creativity, innovation and new activities (pp. 3–18). Oxford, UK: Pergamon Press.
  • Piaget, J. (1964). Development and learning. In M. Gauvian & G. M. Cole (Eds.), Readings on the development of children (Second Edi, pp. 19–28). New York: W. H. Freeman.
  • Pierson, M., & Thompson, M. (2005). The re-envisioned educational technology course. Journal of Computing in Teacher Education, 22(1), 31–36.
  • Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 161–181). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Mishra, P., & Shin, T. S. (2010). Survey of Preservice Teachers’ Knowledge of Teaching and Technology. pp. 1–8.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 42(2), 123–149.
  • Sheskin, D. J. (2011). Meta-analysis. In Handbook of parametric and nonparametric statistical procedures (Fifth, pp. 1725–1789). New York, NY: CRC Press.
  • Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481–505.
  • Tournaki, N., & Lyublinskaya, I. (2014). Preparing special education teachers for teaching mathematics and science with technology by integrating the TPACK framework into the curriculum: A study of teachers’ perceptions. Journal of Technology and Teacher Education, 22(2), 243–259.
  • Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25–41.
  • Vygotsky, L. S. (1978). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (2nd ed., pp. 29–36). Cambridge, MA: Harvard University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.