Tips for Integrating Technology into the Flipped Classroom

 

The "flipped classroom" is an approach where direct instruction is limited or happens outside of the classroom, and in-class students engage in hands-on problem-solving activities. From inception of the flipped classroom approach, technology, especially videos have played a key role in deploying the teaching format (Hwang et al, 2015). Educators would avoid direct instruction time in the classroom by recording and posting videos to replace. However, with the availability of educational technology having expanded greatly in the last 10 years, can we use technology to move beyond the direct instruction video as the at home component of the flipped classroom?

Tech tools can be deployed to make the outside of class material considerably more engaging:

-          Readings and videos can be integrated within a collaborative platform where students can annotate, comment, question and discuss the content. For example Video Ant or Perusall

-          Students can make use of simulations or modelling software

-          Information can be presented through interactive media content such as content created through H5P  (New York University, n.d.)

If instructors do choose to integrate videos as their direct instruction content, there are several easy-to-use tools they can employ to create more dynamic and engaging content:

-          Using tablet or drawing software which allows the screen capture of a live whiteboard as they show progress and problem-solving techniques in a live manner

-          Using a higher quality smartphone to record video

-          Using screen casting tools to record slide decks and other engaging media (Edutopia, 2014)

Employing a flipped approach creates great opportunities for in class activities. With some creative thinking, educators can also enhance their out of class activities with little effort.

References

Edutopia (2014) The Flipped Class: Which Tech Tools Are Right For You?  From https://www.edutopia.org/video/flipped-class-which-tech-tools-are-right-you 

H5P. (2022). From https://h5p.org/

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0

New York University. (n.d.). Integrating Media and Technology with Flipped Model Pedagogy. From http://www.nyu.edu/content/nyu/en/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/flipped-classes/integrating-media-and-technology-with-flipped-model-pedagogy

Perusall. (n.d.). From https://www.perusall.com

VideoAnt. (2022). From https://ant.umn.edu/

 

 

Bring Your Own Device (BYOD) in Higher Education

 When students first gained access to computers, it was typically through physical computer labs provided by the educational institutions, where classes took turns using the technology.  As computers have evolved into more mobile devices, most higher education institutions have shifted to a “Bring Your Own Device” (BYOD) policy, where students are expected to own laptops, tablets and mobile phone and use them actively in the classroom.

Integrating student’s devices in the classroom can lead to a more student-centred learning experience where students spend more time in active exploration and inquiry rather than receiving direct instruction from their professor (Cheng, 2022). However, it is important to also consider the barriers that students may face due to BYOD policies.

 

For example, at Ontario Tech University, students not only expected to bring their own the devices, the university also provides a list of appropriate devices with available links to purchase them (Ontario Tech University, n.d.). However, the school does not link to any resources for students who may not have the means to purchase the appropriate devices, or may already own devices that do not match the specifications requested by the school. This presents the biggest pitfall of the BYOD ethos: students who do not have the means to procure appropriate technology, may be left behind.

This gap can also be seen in Ontario’s Student Assistance Program (OSAP), which provides financial aid to students in Ontario through grants and loans. The loans are meant to pay for textbooks, tuition and living expenses; however, the technology required to fulsomely access courses is not included in the aid calculation (Government of Ontario, 2022).

As educators, it is crucial to be aware that our students will have different levels of access to technology both financially and in terms of ability. As BYOD has become default at many institutions, we should step back and consider how it impacts the students in our classrooms and how we can ensure that it gives all students the best opportunity for success.

References

 

Cheng, G. (2022). Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom. The Internet and Higher Education, 54, 100854. https://doi.org/10.1016/j.iheduc.2022.100854

Government of Ontario. (2022). Learn about OSAP. From http://www.ontario.ca/page/learn-about-osap

 Ontario Tech University (n.d.) Suggested Devices (2022-23). From https://itsc.ontariotechu.ca/tele/suggested-devices.php