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The Flipped K-12 Classroom: Implications for Teacher Preparation, Professional Development, and Educational Leadership

The Flipped K-12 Classroom: Implications for Teacher Preparation, Professional Development, and Educational Leadership
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Author(s): Vanessa P. Dennen (Florida State University, USA) and Jonathan Michael Spector (University of North Texas, USA)
Copyright: 2016
Pages: 14
Source title: Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model
Source Author(s)/Editor(s): Maria D. Avgerinou (American Community Schools (ACS) Athens, Greece) and Stefanos P. Gialamas (American Community Schools (ACS) Athens, Greece)
DOI: 10.4018/978-1-5225-0267-8.ch004

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Abstract

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

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