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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, J. Michael Blocher, Shadow William Armfield, Chih-Hsiung Tu
Copyright: © 2020 |Pages: 23
ISBN13: 9781799801191|ISBN10: 1799801195|ISBN13 Softcover: 9781799801207|EISBN13: 9781799801214
DOI: 10.4018/978-1-7998-0119-1.ch021
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MLA

Harati, Hoda, et al. "Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale." Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, IGI Global, 2020, pp. 388-410. https://doi.org/10.4018/978-1-7998-0119-1.ch021

APA

Harati, H., Blocher, J. M., Armfield, S. W., & Tu, C. (2020). Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (pp. 388-410). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch021

Chicago

Harati, Hoda, et al. "Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, 388-410. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0119-1.ch021

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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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