The Flipped K-12 Classroom: Implications for Teacher Preparation, Professional Development, and Educational Leadership

The Flipped K-12 Classroom: Implications for Teacher Preparation, Professional Development, and Educational Leadership

Vanessa P. Dennen, Jonathan Michael Spector
Copyright: © 2016 |Pages: 14
DOI: 10.4018/978-1-5225-0267-8.ch004
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Abstract

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.
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Background

From a research perspective, the flipped classroom approach and its effectiveness across learning contexts is not yet fully understood (Chen, Wang, Kinshuk, & Chen, 2014). It is common for emerging technologies to suffer this dilemma, with practice outpacing systematic research (Veletsianos, 2010). Many of the existing studies of flipped classroom implementations either use a case study design or focus on student reactions rather than learning. The result is findings that are either not generalizable or do not help ascertain whether the approach is truly more effective than others in meeting educational objectives. Additionally, across studies the instructional design and implementation of flipped learning activities varies greatly (Kim, Kim, Khera, & Getman, 2014), which makes it difficult to make empirically supported proclamations about the effectiveness of the flipped approach in general. Nonetheless, the flipped classroom approach has received a great amount of attention among educational practitioners and in the educational media, in part because of early reports of learning success (e.g., Fulton, 2012; Kong, 2014). It has been recommended for use in a variety of contexts, including case-based learning (Herreid & Schiller, 2013), problem solving (McLaughlin et al., 2014), and flexible (Wanner & Palmer, 2015) and differentiated (Siegle, 2014) instruction.

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