Flipped
When Educational Technologies are properly integrated, the greatest opportunity lies in individualized learning. There will be an evident movement from a teacher-centered pedagogy to a learner-centered heutagogy.
A Flipped classroom empowers the students to study lessons at their own pace. As the innovators Jonathan Bergmann and Aaron Sams explained, “that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class.”
In a traditional classroom set-up, students would usually come to class with little to no idea about the lesson. The teacher makes lectures that fit to Paulo Freire’s banking concept of education: the teacher makes deposits which the students patiently receive, memorize, and repeat. The scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.
In a Flipped classroom set-up, technologies aid both teachers and students to co-create knowledge. It is a co-intentional education system where teachers serve as facilitators: instead of starting with traditional lectures, they encourage the students to access learning resources that can enhance their knowledge about the topic-at-hand prior to discussion at class. In this manner, students can critically engage with the teachers. As Paulo Freire also opined, an authentic education is not carried on by “a for b” or by “a about b,” but rather by “a with b.”
Technologies are meant to transcend time and space, so educational applications used in synchronous and asynchronous learning methodologies will certainly aid in each student’s learning pace.
CLASSROOM APPLICATION
For example, I have recently chosen to implement a game-based Flipped classroom strategy for Trinity Level 5 practice sessions. In the document below, I used Factile for synchronous sessions, and Google Forms and Google Classroom for asynchronous sessions.
