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Transformational Teaching & Learning Modeled in a Flipped Classroom Environment_Julie Maynard_2019.pdf (4.35 MB)
ETD Abstract Container
Abstract Header
Transformational Teaching & Learning Modeled in a Flipped Classroom Environment
Author Info
Maynard, Julie Ann
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
Abstract Details
Year and Degree
2019, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Abstract
Educational technologies have become a component of many classrooms in the 21st century, but the use of technology by beginning teachers is a concern of both educators and researchers. A gap exists between the way in which preservice teachers are taught with technology in their courses and how teachers are expected to use technology for instructional purposes. For decades research has focused on methods of instructional practices that support and improve education for student achievement. Although many studies have been conducted relating to technology, project-based learning, and 21st century learning, limited research exists in a conceptual model to prepare preservice teachers on technology integration, project-based learning, and 21st century learning in a flipped classroom environment. While preparing to teach a course for teacher preparation, a conceptual model was designed for modeling technology integration, project-based learning, and 21st century learning in a flipped classroom environment. The resulting syllabus was constructed around a student-centered, blended learning environment while using the Universal Design of Learning and social emotional learning. The conceptual model for the research includes transformative teaching & learning and technological pedagogical content knowledge (TPACK). This mixed-methods study examined how the nature of preservice teachers’ use of technology is impacted in a preparation course in which the instructor modeled technology integration, project-based learning, and 21st century learning in a flipped classroom environment. Questions addressed in the study include: (a) How do preservice teachers engage in using technology, project-based learning, and 21st century learning during the teacher preparation course?; and (b) How do preservice teachers perceive their technological, pedagogical, content, knowledge (TPACK) self-efficacy after completing the teacher preparation course? Triangulation of findings from PT-TPACK surveys, journal reflection writings, observations, student artifacts, technology presentations, and end-of-course reflections provided a comprehensive understanding of events. The study concluded that modeling technology integration, project-based learning, and 21st century learning in a flipped classroom environment during a teacher preparation course: 1) had a positive influence on improving preservice teachers’ self-efficacy in technology integration, project-based learning, and 21st century learning; and 2) preservice teachers developed TPACK self-efficacy. In this mixed-methods study, implications, limitations, and recommendations for further research are discussed.
Committee
Patti Brosnan, PhD (Advisor)
Mandy Smith, PhD (Committee Member)
Betty Lise Anderson, PhD (Committee Member)
Pages
177 p.
Subject Headings
Early Childhood Education
;
Education
;
Educational Technology
;
Middle School Education
;
Teacher Education
;
Teaching
;
Technology
Keywords
Modeling during teacher preparation
;
teacher education
;
preservice teachers
;
technology integration
;
project-based learning
;
21st century learning
;
flipped classroom
;
Early Childhood Education
;
Middle Childhood Education
Recommended Citations
Refworks
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Citations
Maynard, J. A. (2019).
Transformational Teaching & Learning Modeled in a Flipped Classroom Environment
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
APA Style (7th edition)
Maynard, Julie.
Transformational Teaching & Learning Modeled in a Flipped Classroom Environment.
2019. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.
MLA Style (8th edition)
Maynard, Julie. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
Chicago Manual of Style (17th edition)
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Document number:
osu1555355104583446
Download Count:
1,000
Copyright Info
© 2019, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.