Maynard, J. A. (2019). Transformational teaching & learning modeled in a flipped classroom environment (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 27525205)

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.”