Abstract
Digital technologies can play an integral role in the success of the flipped classroom: from the capacity to support and engage students, to understanding how students learn through learning and assessment analytics. The increasing ubiquity of enabling technologies allows for an array of opportunities for educators to augment teaching and learning strategies for the flipped classroom (Chap. 1). However, technology continues to be an ongoing challenge for educators. Bergman (2013) identifies technology as the “second hurdle” to implementing a flipped classroom. Part of this challenge is that while technology can be integral to the flipped classroom, the specific technologies and how they are used need to be deeply connected to the context in which the classroom is offered. This chapter focuses on the function and role of technology in supporting effective flipped classroom design. While we do not wish to dismiss or diminish the role of technology, this chapter looks at why design takes precedence over technology, as well as the challenges and benefits of using technology in the classroom. We propose frameworks for using technology within your design context, and the types of questions to be considered to guide the design process as well as providing some examples of technology to help you.
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McGrath, D., Groessler, A., Fink, E., Reidsema, C., Kavanagh, L. (2017). Technology in the Flipped Classroom. In: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_3
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DOI: https://doi.org/10.1007/978-981-10-3413-8_3
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