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Strategies to Promote Pedagogical Knowledge Interplay with Technology

Strategies to Promote Pedagogical Knowledge Interplay with Technology

Prince Hycy Bull, Gerrelyn C. Patterson
Copyright: © 2017 |Pages: 18
ISBN13: 9781522518037|ISBN10: 1522518037|EISBN13: 9781522518044
DOI: 10.4018/978-1-5225-1803-7.ch003
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MLA

Bull, Prince Hycy, and Gerrelyn C. Patterson. "Strategies to Promote Pedagogical Knowledge Interplay with Technology." Flipped Instruction: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2017, pp. 30-47. https://doi.org/10.4018/978-1-5225-1803-7.ch003

APA

Bull, P. H. & Patterson, G. C. (2017). Strategies to Promote Pedagogical Knowledge Interplay with Technology. In I. Management Association (Ed.), Flipped Instruction: Breakthroughs in Research and Practice (pp. 30-47). IGI Global. https://doi.org/10.4018/978-1-5225-1803-7.ch003

Chicago

Bull, Prince Hycy, and Gerrelyn C. Patterson. "Strategies to Promote Pedagogical Knowledge Interplay with Technology." In Flipped Instruction: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 30-47. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1803-7.ch003

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Abstract

The transformation from face-to-face instruction to digital instruction or hybrid learning requires robust pedagogical strategies. This chapter addresses key pedagogical strategies used to support online learning experiences through the lenses of evidence-based educational theories. Additionally, the TPACK framework, which asserts that instruction requires the interplay of technological knowledge, content knowledge, and pedagogical knowledge, is used to analyze students' perceptions of flipped and double flipped online courses. The data show positive dispositions of flipping and double flipping the classroom as pedagogical strategies. Flipped content provided powerful instruction and provided participants with opportunities to utilize learned multimedia skills and receive constructive feedback from the instructor and peers. Double flipping promoted more classroom engagement, interactivity, and class discussions. In both flipped and double flipped classrooms, there was a shift from an instructor-driven learning environment to a whole-class driven learning environment.

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