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Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

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Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

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Source:  Peer-Reviewed

Methods: This case study focused on three fundamental questions:

1. How do teachers incorporate technology to enhance learning and how does this align with how students learn?
2. How do circumstantial factors impact the implementation of successful digital strategies?
3. What are the benefits of implementing technology in the classroom for both teachers and students? Seven school sites were selected based on diverse student populations across the nation and the  various periods of use and broad range of technology already implemented within these schools. These sites included innovative schools that used technology driven instruction, schools that had existing instructional models that incorporated technology, and schools in which educators voluntarily implemented technology within their own teaching styles.
Findings:  Five different roles of technology emerged from this study, based on instructional methods, contextual factors, perceived impact on learning, and supportive data. Overall, implementing  technology, such as the flipped instructional model, within the classroom benefited the learner and teacher by allowing educators to teach using current content and tailor instruction to individual student needs.  The students were engaged in more active, learner-centered instruction. The 5 roles aligned with the SAMR model for technology use and student enhancement. "Our findings reinforce that schools should attend to the combination of contextual factors, not the technology itself, to be successful in improving teaching and learning via technology. Our findings emphasize attention on supportive leadership, ongoing, teacher-driven PD and technology infrastructure" (210).
APA Citation:
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M.K., Franey, J.J., & Bassett, K.(2016).  Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48 (3), 194-211. Retrieved 18 November 2016, from http://www.tandfonline.com.ezproxy.una.edu/doi/full/10.1080/15391523.2016.1175856?scroll=top&needAccess=true

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Source:  Peer-Reviewed
Methods: A qualitative study conducted with 42  ninth grade students (18 boys and 24 girls) between the ages of 13 and 15 in an Algebra 1 class.  This study sought to further research the effectiveness in terms of student performance, motivation, and engagement using flipped instruction.  "Quantitative data included a pre- and post-survey and a teacher-created unit test; qualitative data included student interviews, a focus group session, and notes documented in the researcher’s journal. A mixed methods study provided an opportunity to explore factors that contributed to the impact the flipped model of instruction had on student engagement and performance in the secondary mathematics classroom."
Findings:  " Eighty-eight percent of the students surveyed stated they actively participated in all aspects of the flipped classroom compared to 76% in the traditional classroom environment."  As far as student performance, there was no significant difference among students taught using flipped instruction and those with traditional teaching.  However, the students preferred flipped instruction over traditional methods.
APA Citation:  Clark, K.(Jan 2015).  The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom.  Journal of Educators Online, 12 (1), 91-115.  Retrieved 18 November 2016, from https://eric.ed.gov/?q=%22flipped+instruction%22&pr=on&ft=on&id=EJ1051042

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I Flipped My Classroom:  One Teacher's Quest to Remain Relevant

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I Flipped My Classroom:  One Teacher's Quest to Remain Relevant

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Source:  Practitioner
Abstract:  John Gunyou was not reaching the majority of his students, and began to rethink his teaching methods. He realized he was most valuable as an educator with personal mentoring, which was lacking in his lecture-style classroom and the best learning style imitates the world.  Gunyou decided to incorporate flipped instruction.  His flipped classroom consisted of four main strategies: flexible learning with assigned reading/online quizzes, active learning in small groups, case studies, and presentations, tutoring available with office hours and online discussions, and individual assessments.
Findings:  Individual assessments averaged 93% with the flipped classroom, compared with 86% over the four previous terms,  student engagement was significantly higher using flipped instruction rather than traditional methods.   "It is abundantly clear that flipped classrooms successfully blend the best of both traditional lecture and online worlds by introducing learning flexibility, while retaining and improving the efficacy of direct instructional contact."
APA Citation:  Gunyou, J. (2015). I flipped my classroom: One teacher's quest to remain relevant. Journal of Public Affairs Education, 21(1), 13-24.  Retrieved 18 November 2016, from http://www.naspaa.org/JPAEMessenger/Article/VOL21-1/03_Gunyou.pdf

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From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms On Higher Education Students' Critical Thinking

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From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms On Higher Education Students' Critical Thinking

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Source:  Peer-Reviewed
Methods:    This study targeted the impact of flipped classroom on students’ creative thinking in terms of students' novelty, flexibility, and fluency. The study also examined the overall student perception of inverted class instruction, its impact on creativity, and difficulties  incorporating this approach. This Quasi-experimental design included two groups of college students attending a Saudi Arabian University: 1. Conventional group- blended instruction including lecture-style direct instruction incorporating some digital tools (Powerpoint, blogs, etc.). 2. Flipped Classroom:  Students engaged in pre-class video lessons and in-class discussions and problem-solving activities. "These activities were designed to enhance students’ learning, especially high-order thinking skills such as creativity."
Findings: " There were significant differences in the scores in favour of the flipped classroom."  The flipped classroom promoted higher student  novelty, fluency, flexibility, and overall creativity according to the study.  The research also suggested that students felt the flipped classroom impacted them the most in their ways of thinking and application of new ideas.  "From another perspective, the students noted several difficulties associated with the implementation of the flipped classroom. They mentioned not being adequately prepared for this strategy, that the flipped classroom required more effort than conventional lecture-based classes."
APA Citation:  Al-Zahrani, A.M.  (2015.)  From passive to active:  The impact of the flipped classroom through social learning platforms on higher education students' critical thinking.  British Journal of Educational Technology, 46 (6), 1133-1148.  Retrieved 18 November 2016, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?sid=6b632ebd-e4f6-4eb1-a23e-ebf16b8b2eed%40sessionmgr102&vid=50&hid=104

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How I Flipped My Classroom without Homework

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How I Flipped My Classroom without Homework

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Source:  Practitioner
Abstract:  This article discusses the strategy of one a fourth grade teacher using flipped instruction in his math class.  He creates a video every morning, shares it with students as a warm up, then assigns and engaging activity while he rotates for one-on-one instruction.  The students view the video again and collaborate about what they have learned.
Findings:  The author believes his flipped classroom is easy to implement, allows him to manage his student's learning, and gives him more time to plan lessons and interact with students.
APA Citation:
Donnelly, M. (2014). How I flipped my classroom without homework. Retrieved 17 November 2016, from https://www.sophia.org/school-of-thought/how-i-flipped-my-class-without-homework

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The American Council on Education's (ACE) College Credit Recommendation Service (ACE CREDIT)® has evaluated and recommended college credit for twenty seven of SOPHIA's courses. For more than 30 years, colleges and universities have trusted ACE CREDIT to provide reliable course equivalency information to facilitate their decisions to award academic credit.

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Four Keys to Success Using Blended Learning Implementation Models

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Four Keys to Success Using Blended Learning Implementation Models

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Source:  Practitioner
Abstract: In this article, the author highlights key factors for successful blended instruction using digital resources.  She identifies the four models of instruction typically implemented in schools today: Rotation Model (including the flipped classroom), Flex Model, A La Carte Model, and Enriched Virtual Model. Educators need to 1. Consider the digital tool used to fit the needs of the learner, 2. Use an instructional program that records student data, 3. program data should benefit the educator for personalized student instruction , 4.  Select instructional tools that support teacher-led instruction to bridge student learning gaps.
Findings:  When blended instruction uses digital tools and adaptive resources, provides progressive monitoring, and customizes instruction to help meet student needs, teachers can become more efficient using blended instruction though online sources and face-to-face methods to increase student achievement.
APA Citation:  Brooke, E.  (2015).  Four keys to success using blended learning implementation models.  Retrieved 18 November 2016, from http://www.lexialearning.com/resources/white-papers/blended-learning-four-keys

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Elizabeth Brooke, Ph.D., CCC-SLP, Chief Education Officer, Lexia Learning and Rosetta Stone

A growing number of schools are piloting or implementing blended learning programs. However, many educators are unfamiliar with the different aspects of this approach and how the various implementation models of blended learning differ.

Technology-laden terms like "one-to-one" and "flipped learning" make blended learning an intriguing-if not daunting-endeavor. However, the foundation of blended learning remains firmly rooted in the concept of empowering teachers to provide personalized and mastery-based instruction.

One common misconception is that simply integrating technology into the school day constitutes a blended learning approach. The mere presence of technology, though, does not constitute a blended learning approach. Instead, it's the educators' ability to leverage technology to personalize and streamline the learning process for students that makes blended learning an effective way to maximize the impact of teacher time through direct instruction.

This whitepaper will review the critical success factors to keep in mind if your district is in the process of exploring or implementing a blended learning approach. But first, let's review the basic definition of blended learning and some of the most common implementation models.

Blended learning is an instructional methodology that leverages technology to provide a more personalized approach to learning, giving students control over the time, place, path and pace of their learning. The Clayton Christensen Institute, one of the most well-known thought leaders on blended learning, defines it as a formal education program in which the student learns in part through online learning, and partly in a supervised brick-and-mortar location away from home. The modalities along each student's learning path within a course or subject are connected in order to provide an integrated learning experience.

According to the Christensen Institute, there are four models that are most commonly implemented in schools today:

Rotation Model - This approach entails students working in a number of different activities or centers, including whole-group instruction, small group instruction, peer-to-peer activities, pencil and paper assignments, as well as individual work on a computer or tablet. Within the rotation model, there are several different implementation settings:

Station Rotation - Similar to the classroom center rotation, students work through a circuit of activities in the classroom (or classrooms) during one or more class periods, with at least one of these activities involving instruction via technology.

Individual Rotation - Students work through some or all of the classroom centers based on an individualized prescription determined by the teacher with the help of a technology-driven assessment tool.

Lab Rotation - Students work on individualized, online instruction in a computer lab. Then, typically, the teacher will use data from students' progress in the lab session to inform whole- or small-group instruction in the classroom.

Flipped Classroom - Students receive the primary instruction (similar to the whole group instruction) in the form of online learning outside of the school day. The core lesson is provided via technology as "homework," and then students apply the skill through assignments and projects during class time with the teacher's support.

Flex Model - Students learn on-site in a brick-and-mortar setting using an online instructional tool as the backbone of the course or subject, with the teacher providing support as necessary. Students' instructional paths are customized and fluid, and the depth, frequency and manner of teacher support can vary based on each school's implementation model.

A La Carte Model - Students receive instruction in a particular course(s) entirely online. Teacher support for the A La Carte model is via an online instructor who is not located at the student's brick-and-mortar school or learning center.

Enriched Virtual Model - Students are required to have face-to-face learning sessions with their teacher, but then complete the rest of their coursework remotely, outside of the brick-and-mortar school. Although students may not meet with their instructor on a daily basis, there are formal, regularly scheduled instructional sessions (unlike optional office hours).

Pre-Implementation Considerations

Before implementing blended learning, administrators need to build consensus with teachers and staff as to why a blended learning approach is beneficial to them and their students. They should also inventory their school or district's current infrastructure to determine if there is a foundation in place for blended learning success.

Consensus building- The reasons for engaging in blended learning play a major role in determining its success which is why it is vitally important that teachers, administrators, and students understand why blended learning is being implemented. Regardless of how blended learning is implemented, a consensus must be reached to avoid the perception of another initiative being adopted without their input. A blended learning initiative could require institutional change, reallocation of funding, or demands on limited space so it is important to have transparency and understanding to avoid conflict and promote benefits. Most of all, educators who are tasked with implementing blended learning must have ownership and feel that blended learning is enhancing their instruction, not working against it. It is essential that these teachers perceive they either have the skills necessary to implement blended learning or they are provided with the necessary professional development to foster the skills.

Building Infrastructure - After a consensus has been reached, the next step is determining how blended learning will be implemented. This involves inventorying a school or district's current infrastructure to determine if there is a foundation for blended learning success. If the current technical and support infrastructure is missing, blended learning might not be successful even if all stakeholders are on board. Updates may need to be put in place in order to ensure proper use of wireless networks, hardware, software, etc. Personnel as well as school schedules must also be inventoried to ensure there is adequate support and time for educators tasked with implementing these programs.

Once consensus has been reached and proper infrastructure is in place, educators can think about what model works best with their school's resources, schedule, and needs and which technology-based programs to use. Below are four key factors to consider when selecting a program for use in blended learning to help maximize student gains and teacher effectiveness.

Four Key Factors to Consider when Selecting a Program

Success Factor #1: Select a technology tool that adapts to each student's abilities
One of the core objectives of a blended learning model is to personalize instruction to meet the specific needs of each student. However, if the school chooses a technology-based curriculum that does not include an element of scaffolding and adaptive technology, student learning will be no more personalized than the traditional "one size fits all" instruction. As a result, on-level and advanced students might become disengaged or bored, while struggling students will experience frustration if the task is too difficult.

Many technology-based instructional programs-across all subject areas-provide personalized learning that adapts to each student's strengths and weaknesses in a dynamic fashion. This means that students at or above grade level can continue to soar ahead without being held back by the rest of the class and without becoming bored. Students who struggle with particular skill areas can progress at their own pace, receiving scaffolding and additional instructional support, through a structured and sequential approach within the online component of the blended learning model.

Personalized learning also allows teachers to focus their class time on those students who have encountered an obstacle in their skills development working independently, and allows the teacher to spend less time with those students who are achieving mastery and are ready to move on. This makes the most efficient use of teachers' skills by enabling students to develop basic skills on their own, and receive assistance from the teacher on the more challenging concepts.

Pay particular attention to the instructional "branching" that your instructional program provides. Some products may state that they provide "adaptive assessment," but not actually provide "adaptive instruction." These programs place students at the proper instructional level, however, once students begin the instructional component of the program, they are subjected to the same "one size fits all" instruction. For example, without adaptive instruction, all students would be required to receive direct instruction on every skill, regardless of whether they have demonstrated mastery or show signs of struggle. A truly adaptive approach would be able to determine which students had not yet reached mastery, and only those students would receive scaffolding and instruction on that particular skill.
Success Factor #2: The instructional program must capture student data
While structured practice or skill instruction delivered online can be beneficial in a blended environment, far too often, these online activities are occurring without the data being captured, or require a separate test event. If a blended approach is intended to help each student accelerate their skill development, the technology tools chosen must record student progress at a fairly granular level.

As part of their blended learning model, many schools integrate some of the free apps available online. Although these apps may provide valuable exposure to important skills and concepts, they often lack the ability to record and report student data back to the teacher. Without some kind of data capture, these apps undermine the entire goal of providing a personalized approach. Students' paths are not differentiated from session to session and teachers cannot monitor student progress through the at-home, online instruction. As a result, teachers need to spend additional time gathering progress monitoring data through assessments and other means.

When the right technology tools are used, the student experience is monitored in real-time. Teachers can view data showing which students have completed each skill area, and which students have encountered an obstacle and require individual or small group direct instruction. These data inform the instructional plans in the classroom, helping the teacher to be targeted and time efficient in focusing on the students most in need of help.
Success Factor #3: The program should recommend next steps for the teacher
Because a blended approach meets each student on his or her own level through personalized learning, the student experience can become much more individualized. Personalized learning technology allows students to work at their own pace, focus additional time on areas of weakness, and develop automaticity in skill areas that have been mastered. This is a tremendous benefit to the student, but it makes the teacher's role significantly more complex. As students' online experience is increasingly catered to their individual needs, the teacher's role in providing direct instruction and intervention becomes more individualized.

With technology-based tools gathering data on student progress in real time, teachers can access fairly granular information on each student's performance. Although this kind of view into each student's strengths and weaknesses provides a wealth of information, teachers are still faced with the challenge of analyzing and connecting those data to the appropriate instruction or intervention strategies for each student.

Schools can dramatically improve their levels of teacher effectiveness if they implement technology that provides recommendations for teacher intervention-connecting personalized learning, embedded assessment and teacher-led instruction.
Success Factor #4: The program should provide resources for teacher-led instruction
Blended learning can provide a powerful, flexible way for each student to progress as quickly as possible. With real-time data capture, teachers have a window into student performance and can plan the classroom component of their blended model more effectively. However, as the technology-based components help to identify the students who are struggling and the skills on which they are struggling, teachers are sometimes left to plan the curriculum and choose the appropriate materials to help students who are struggling.

The final step in ensuring an effective blended learning implementation is to select instructional resources that help the teacher to connect performance data to instructional strategies. Some technology programs analyze and connect student data to the school's existing basal program, while others provide customized strategies for direct instruction by a teacher or paraprofessional. The key is to help the teacher to understand not only which students need support, but to also help teacher understand exactly how to support them.

When blended learning incorporates adaptive technology, real-time progress monitoring, and provides the recommended next steps to customize instruction for each student, teachers become more targeted, time-efficient and effective in improving students' overall reading abilities. Educators will embrace blended learning when they are included in the decision-making process, understand the benefits of new initiatives, and have the skills-or the support to develop the skills-to accomplish what is being asked of them. That's why it is essential to have strong leadership to achieve consensus, build infrastructure and then implement your model. Following these guidelines is the best way to personalize instruction and use mastery-based learning to improve overall student outcomes through a blended approach of face-to-face and online learning.

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Four Keys To Success Using Blended Learning Implementation Models

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Download white paper Elizabeth Brooke, Ph.D., CCC-SLP, Chief Education Officer, Lexia Learning and Rosetta Stone A growing number of schools are piloting or implementing blended learning programs. However, many educators are unfamiliar with the different aspects of this approach and how the various implementation models of blended learning differ.

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5 Reasons Why Elementary Teachers Should Flip Math First

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5 Reasons Why Elementary Teachers Should Flip Math First

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Source:  Popular
Abstract: Jon Bergmann, a K-8 technology facilitator, tells elementary teachers to not necessarily flip a classroom but to flip a lesson.  Bergmann believes a flipped math lesson is the easiest to implement as a new teacher incorporating flipped instruction.  He gives 5 reasons why elementary classroom teachers should flip math first:  1. Math is sequential, 2. Math needs greater differentiation, 3. Flipped Math videos are easy to make, 4. Math can be broken up into bite-size lessons, and 5. Many elementary teachers incorporating flipped instruction began with Math.
Findings:  This source did not include a study or findings.
APA Citation: Bergmann, J.  5 reasons why elementary teachers should flip math first.  Retrieved 17 November 2016, from http://www.jonbergmann.com/flipping-the-elementary-classroom/

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Post Update on February 25 2016: This post was written several years ago and continues to get many hits. I encourage you to either pick up a copy of my entire book on Flipping the Elementary Classroom or read a post entitled 5 Reasons Why Elementary Teachers Should Flip Math First. A question I have been frequently asked is how do you flip an elementary classroom? Does the flipped methodology work for the younger grades? The answer is yes-sorta. My current role is that of a K-8 technology facilitator. I work directly with an amazing staff who has taught me much about students in the younger grades. Here is my advice for elementary teachers

Think of the flipped class as another technique in your arsenal.

Start with a lesson that students struggle with and make a short video. An easy way to determine what to make a video of is to ask yourself: What do I constantly have to repeat or what do kids really need extra help on?

Keep the video to no more than 10 min and shorter if you have younger kids. I think the rule of thumb might be 1-2 min per grade level.

Make sure you figure out how the students are going to access the video. Are you going to post it to your website, to YouTube (this might be tricky with younger kids since some parents might not want their kids on YouTube). Also make sure that all kids have a way to access the videos. If you teach in a school with access issues, then make sure you solve this problem before class.

You might also not assign the video as homework, but make it a center in your classroom for students who struggle and/or need extra help.

Figure out how you will check to see if they have watched the video. You could have them take notes on paper or you might have them give feedback via a google form. There are lots of ways to check student work.

And one thing more: Ask yourself-Where should the video go in the instructional cycle? This came from one of my great teachers, Caryn Friedman, who is an expert in reading literacy. When we chatted about the flipped class she feels that the place for the video is not at the beginning of learning cycle but rather in the middle. She tells me that if a student watches a video and learns something incorrectly, then she will have to help the student un-learn the content before they re-learn it correctly. She sees the flipped videos as being better suited (for her purposes) as remediation and practice. So make sure you think through where the video (or if a video) is best suited for a particular lesson.

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Post Update on February 25 2016: This post was written several years ago and continues to get many hits. I encourage you to either pick up a copy of my entire book on Flipping the Elementary Classroom or read a post entitled 5 Reasons Why Elementary Teachers Should Flip Math First.

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Source:  Popular
Abstract:  In this article by Mary Beth Hertz, the author analyzes the flipped classroom instructional method by giving definition and details about this strategy being used in the classroom.  The author gives brief descriptions of what flipped instruction is and is not, why it works and doesn't work, and why it's nothing new yet why it matters for educators to implement within classroom instruction.
Findings:  The author defines that flipped instruction isn't a specific program for educators to pour money into in order to flip a classroom.  She states a flipped classroom should be presented using several different approaches like face-to-face instruction, develop good quality videos students can follow, and align with state and national standards.  Hertz points out that this online strategy can have advantages over fact-to-face lessons; however, if students have limited internet access, the strategy may not benefit all students.  The author hasn't fully formed an opinion on the strategy.  With any new trend, educators should always be reflecting on what and how they are reaching students.
APA Citation:  Hertz, M.B.(2012).  The Flipped Classroom:  Pro and Con.  Retrieved 16 November 2016, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Source:  Popular
Abstract:  Alison Doubet, a first grade teacher, decided to do an "in-class flip" lesson by teaching via a 5 minute screencast. The first grade teacher decided to have her students create a lesson in Wixie, a program students used daily. The teacher gave direct instruction through a screencast for students to view.  Doubet divided up the lesson into small video screencasts, and students had to present their lessons at the end of the week to a kindergarten tech buddy.
Findings: The teacher found the "in-class flip" to be very easy to plan and teach since the students were familiar with the Wixie program and use of devices. Students were able to apply knowledge to a teach a younger audience (kindergartners), take control of their own learning, and the flipped instruction allowed the teacher more time for small group and one-on-one time with students.
APA Citation:
Doubet, A.  (2016).  Flipping the elementary classroom.  Retrieved 16 November 2016, from http://www.thecreativeeducator.com/2015/articles/In-Class-Flip

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How to do an "in-class" flip with young learners

As a first grade teacher at a "Lighthouse" school in Baltimore County, I work with young students who each have their own digital learning device. My colleagues and I are also working to create models of digital, personalized, and blended learning for students using these new tools.

As I continue to research and study 21st century learning both at school and in my graduate program at Loyola University, I keep hearing about the popular "flipped learning" classroom model. Flipped learning happens when the teacher delivers a lesson to students via a screencast or video assigned as homework, allowing in-class time to be spent reinforcing or applying the skill that was learned.

Can you flip an elementary classroom?

As I started searching for ideas, I found it very difficult to find flipped lesson examples for elementary students. However, I thought this seemed like a fascinating idea and I was eager to find a way to incorporate this teaching method into my classroom in a way that was appropriate for my students.

My main concern with attempting this type of lesson is the fact that my students are only six years old. Most of my first graders have little to no computer time at home in the evenings. I did not feel that I could rely on a video or screencast to effectively teach my first-grade students the foundational skills so crucial at this stage. I realized that the traditional flipped method was not going to work with my class.

My solution to this problem was to try an " in-class flip " instead.

A huge amount of class time in primary grades is spent modeling an activity and giving directions. I realized that if I could deliver the modeling and instructions through a 5 minute screencast, I would have more time to give individualized attention to my students. Instead of me repeating the instruction, students who needed to hear the directions or see the modeling again could simply replay the video.

The "in-class flip"

For our first in-class flip, I chose to have my students create a lesson in Wixie to teach their kindergarten tech buddies about the sounds of the letter /i/. We had already spent two weeks learning about the long and short sounds of this letter.

I wanted my first graders to apply what they had learned by teaching it to a younger student. Not only would this add meaning and purpose to my students' learning, it would introduce the kindergartners to the wonderful world of Wixie.

I decided to have my students create a 3-page Wixie project as the basis for their lesson for their kindergarten buddies. Students would work on one page of their Wixie lesson per day for three days. On the fourth day, the students would use their project to teach a younger student about both the letter /i/ and how to use Wixie.

Normally, I would present this lesson with an ActivInspire flipchart to introduce the project and review the letter sounds. This time, I prepared the same flipchart and used Screencast-O-Matic to capture my voice explaining the directions on the flipchart and modeling how to use Wixie to build the first page of their lesson.

On day one, the only instruction I gave to my students was where they could access the screencast. My students quickly gathered their devices and headphones and found a comfy spot to work in the classroom. They watched the screencast and then seamlessly began creating their Wixie projects.

There was little to no confusion about directions or expectations. If a student was unclear or forgot the directions, they simply referred back to the video to listen again. Having the students working independently allowed me to begin pulling small groups with no interruptions.

Dividing this lesson into smaller parts helped in several ways. It allowed my students enough time to focus and put effort into each page of their lesson. It also allowed me to reflect on the experience of the flipped method and make changes to improve the following day.

After day one, I realized that I actually had extra time to spend with students, even in my short Phonics block. So in addition to recording a screencast for day two, I was able to also prepare differentiated mini-lessons for small group time!

A few of my students missed some of the requirements for the first page of their project, so I created a checklist for students to use to keep track of their progress and make sure they included everything that was expected.

During the second day, I noticed that some of the students were having difficulty thinking of words to use to search for pictures. In the screencast for day three, I included examples of useful search words for short /i/ and long /i/. This change seemed to help students who were having trouble and it was rewarding to watch students going back and re-watching that part of the video when they were having trouble finding images, instead of asking me!

On day four, we invited our kindergarten tech buddies to our classroom to teach them using the lessons we made. My first graders used the first two pages of the Wixie lesson to introduce and explain the two sounds of long /i/ to their tech buddies. Page 3 was done by the kindergartners with assistance from the first graders. My students were simultaneously teaching their buddies about the letter /i/ while also teaching them how to click and drag pictures in Wixie.

The students, both first graders and kindergartners, LOVED this time together. My first graders were thrilled that they got to "play teacher," and the kindergarten students were excited to use Wixie. And, I must admit, I was ecstatic to see my students so proud of the work they had done. It was a win-win for everyone!

Reflection

This lesson was surprisingly easy to plan and teach. The only preparation required was the screencasts and Wixie template (available at the Trading Post). The devices were responsible for the implementation of the lesson. Incorporating a "flipped" learning experience, while using a program that my students are already familiar with, took a lot of pressure off of me as a teacher.

My students use Wixie on a daily basis, whether they are solving math problems and explaining their thinking with the recording tool, or using their imagination to create a digital story. Their comfort with creating in Wixie meant that applying it as a teaching tool showed off their mastery of digital tools as well as content.

As I continue to evolve as a 21st century teacher, I am realizing that students need to add purpose to the skills they learn in order to make the information meaningful. Prior to this lesson, the typical expectation after learning a new skill was to move on to the next lesson and trust that the students had mastered the skill. During this in-class flip, students were able to apply their knowledge about the sounds of the letter /i/ to teach a younger audience something new.

The "flipped" aspect of the lesson allowed students to have access to directions and examples, which helped me work with individuals and small groups to address a range of learning styles and abilities. For example, visual and auditory learners were able to listen and watch as I modeled the activity. The screencast allowed students to rewind and review independently to monitor their understanding of the directions.

The flipped aspect also allowed students to be active participants in managing their own learning. My students were able to successfully access my screencast videos on their devices, listen to them using their headphones, and use Wixie to work on their lesson every day. They were able to take control over the information they learned and use it in a purposeful way. The student checklist allowed them to assess their progress along the way.

This in-class flip with Wixie helped me integrate technology as "redefinition" ( SAMR model). My students would not have had the ability to deliver this lesson to students in this particular way without technology. And best of all, instead of technology consuming more classroom time, the in-class flip provided more time for personalized and small group learning.

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As a first grade teacher at a "Lighthouse" school in Baltimore County, I work with young students who each have their own digital learning device. My colleagues and I are also working to create models of digital, personalized, and blended learning for students using these new tools.