Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale

Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale

Hoda Harati (Northern Arizona University, USA), J. Michael Blocher (Northern Arizona University, USA), Shadow William Armfield (Northern Arizona University, USA) and Chih-Hsiung Tu (Northern Arizona University, USA)
DOI: 10.4018/978-1-7998-0119-1.ch021

Abstract

This chapter describes an instructional method designed to integrate technologies fostering student engagement in a course content where educators reverse the roles traditionally held by teachers and learners. To provide context for this method, it details an example course designed for the pre-service teacher to develop technology integration in their future K-12 classes. This example provides a model of the theoretical rationale that supports practical applications of technology and the reversing constructivist role of the instructors enhancing learner engagement in technology-rich learning environments. In doing so, it introduces technologies fostering learner-centered technology engagement through introducing a “modified flipped spiraling curriculum” model. Furthermore, it demonstrates the performance indicators to evaluate the course and students' achievement of objectives. Finally, it tries to depict this model for instructors, instructional designers, pre-service teachers, and educational technologists to use it as a guide to design and implement similar courses.
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Introduction

With the effect of technological advancement in the field of education, the traditional model of Instructivist face-to-face learning environment changed its face rapidly to more Constructivist flipped education. This rapid influence that technology has made in the teaching and learning environment needs fundamental changes in rationales, roles, and content delivery. The Modified Flipped Spiraling Curriculum Model was first designed and implemented in a technology-enhanced pre-service teacher education course in a university in the southwest of the United States to answer these needs in the field of educational technology. This course was developed to foster student engagement with technology through changes in the process of content delivery and shorten the disadvantages of traditional Instructivist rationale.

The pre-service teacher candidates who are the students of this class attend a three-credit teacher preparation Educational Technology Course (ETC). These pre-service teachers majoring in elementary education, special education, and early childhood education. They are in their last semester of coursework prior to student teaching and they meet two sessions per week. This course follows a 16-week format with seven macro-modules including introduction and overview on reflection and blog writing; classroom technology resources; thoughtful technology integration in a modified jigsaw activity; global digital citizenship; two iterations of Micro Lesson design, development, and practice teaching; and a comprehensive reflection via a digital video artifact.

The objective of this newly designed course is to foster pre-service teachers’ engagement in learning by using, creating, designing, and sharing digital artifacts to construct knowledge in a Constructivist learning environment. This course is designed to use instructional strategies with more hands-on activities in a format of Spiraling curriculum.

This chapter will also provide details of how the proposed model of the Modified Flipped Spiraling was developed and how instructors and future K-12 teachers can use this model in their classrooms to foster learners’ engagement with technology in a Constructivist learning environment. Furthermore, this chapter comprises of sections providing real examples of technology-based activities, apps and educational technologies, assessment types, and rubrics to be used as a manual in similar Educational Technology courses.

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