Video Technology Tools used in Flipped Learning
As mentioned in our Introduction section, the flipped classroom will look different for each teacher. For the purpose of this project, we focused on the delivery of content through video technology. Even then, educators may incorporate the videos into their teaching to serve a variety of purposes. For example, a video could be used to spark inquiry, present content in advance of class, or make content available to absent students. Once released by the teacher, students can view the videos for class and refer back to them later as resources for studying. Another aspect to consider is how the content in the video may differ from class to class. The teacher may use a video to present background information, teach a concept or skill, or deliver instructions for an assignment. Teachers must carefully consider their purpose for the video and how students will receive and use the content.
Flipped learning individualizes learning; it can also individualize teaching practices. Depending on the educators’ styles of teaching and their levels of comfort with technology, videos can be created and presented in diverse ways. Below is a summary of some of the recommended tools for creating and presenting videos, along with tools that can be used to have students reflect and respond to the video content. In the subsequent section, there are examples of teacher made videos for the flipped classroom. Presentation varies from the simple recording of a lesson on a piece paper or whiteboard to the usage of a digital whiteboard within the recording program. While all videos include narration, only some show the teacher presenting. Additionally, videos are typically presented in a linear sequence. However, there are some being designed interactively where students are able to control the flow of the lesson and access outside sources through hyperlinks. Throughout the research, educators are warned that the flipped classroom does not remedy bad pedagogy. Teachers must ensure that the use of the video is strongly connected to the learning activities being used in the classroom.
Flipped learning individualizes learning; it can also individualize teaching practices. Depending on the educators’ styles of teaching and their levels of comfort with technology, videos can be created and presented in diverse ways. Below is a summary of some of the recommended tools for creating and presenting videos, along with tools that can be used to have students reflect and respond to the video content. In the subsequent section, there are examples of teacher made videos for the flipped classroom. Presentation varies from the simple recording of a lesson on a piece paper or whiteboard to the usage of a digital whiteboard within the recording program. While all videos include narration, only some show the teacher presenting. Additionally, videos are typically presented in a linear sequence. However, there are some being designed interactively where students are able to control the flow of the lesson and access outside sources through hyperlinks. Throughout the research, educators are warned that the flipped classroom does not remedy bad pedagogy. Teachers must ensure that the use of the video is strongly connected to the learning activities being used in the classroom.