Sarah Tolson

EDET 650
Internship in Educational Technology
Fall 2015

Annotated Bibliography
Introduction
For my internship, I am working on flipping my classroom. I am starting with my
math curriculum and I plan to work out from there. Currently I teach math by using preassessment results to construct my instructional plan. I typically teach content by
focusing on my students needs and working through sample problems together, as well
as explaining strategies and procedures. My students, as time allows, then break into
small group rotations. During this time, Im able to differentiate instruction based on my
students academic levels. However, I do not have enough time to differentiate as much
as I would like. Id also like to be able to spend more time on student-centered, projectbased learning. By flipping my classroom, I will be able to have more time to meet my
students needs in class, whether from differentiated rotations or project-based learning.
The articles I have cited below focus on research, guidelines, and trends when it comes
to flipped learning.
Research
Chen, Y., Wang, Y., Kinshuk, & Chen, N. (2014). Is FLIP enough? Or should we use the
FLIPPED model instead?. Computers & Education, 7916-27.
doi:10.1016/j.compedu.2014.07.004 https://login.pallas2.tcl.sc.edu/
login?url=http://search.ebscohost.com/login.aspx?
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Chen, Wang, Kinsuk, & Chen discuss aspects of F-L-I-P versus F-L-I-P-P-E-D.
FLIP is an acronym for the four pillars of flipping a classroom: Flexible Environments,
Learning Culture, Intentional Content, and Professional Educators. However, Chen,
Wang, Kinsuk, & Chen make a case for using FLIPPED, adding Progressive Activities,
Engaging Experiences, and Diversified Platforms to the FLIP acronym. Their research
shows that the FLIPPED model is effective, but can be promising yet challenging.
Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in
Language Learning. Procedia - Social And Behavioral Sciences, 206(XVth
International Conference "Linguistic and Cultural Studies: Traditions and
Innovations"), 205-209. doi:10.1016/j.sbspro.2015.10.006 https://login.
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Evseeva & Solozhenko emphasizes that flipped learning encourages students to
apply knowledge through practice, not rote memorization. Flipped learning is a blended

learning strategy that integrates information and communication technologies. Flipped

learning is a way to empower both educators and students as learning is transformed
into a student-centered atmosphere. Evseeva & Solozhenko explain that flipped
learning can be greatly beneficial to English Language Learners.
Herreid, C. H., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom.
Journal Of College Science Teaching, 42(5), 62-66. https://login.pallas2.tcl.
sc.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eft&AN=86988365&site=eds-live
Herreid & Schiller explain flipped classrooms and positives and negatives of
flipped implementation. Their case study shows that there are many great outcomes of
flipped learning, but there are two major downfalls in STEM-based classrooms:
students are initially resistant to doing more work at home and the
homework/videos/assignments must carefully be tailored for the unique in-class
opportunities. They explain this is time consuming for teachers, although it is beneficial
for everyone. They proceed to discuss software, programs, and tools to help with
flipping, as well as explain online libraries, or collections of videos and resources, that
can be beneficial.
Phillips, C. R., & Trainor, J. E. (2014). MILLENNIAL STUDENTS AND THE FLIPPED
CLASSROOM. Journal Of Business & Educational Leadership, 5(1), 102-112.
https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=103044623&site=eds-live
Phillips & Trainor examine a flipped classroom and its impact on millennial
students. Millennial students prefer experiential-learning and interactive learning
methods, and a flipped classroom is one way of meeting these preferences. They
describe the seven traits of millennials, as well as how learning allows for more
collaborative and hands-on learning.
Reyna, J. (2015). ACTIVE LEARNING AND THE FLIPPED CLASSROOM. Training &
Development (1839-8561), 42(5), 30-31. https://login.pallas2.tcl.sc.edu/login?url=
http://search.ebscohost.com/login.aspx?
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Reyna explains the benefits of flipping a classroom, including student
engagement. Students take control of their learning and teachers act more as
facilitators throughout the learning process. Reyna explains that flipped learning can
help ELLs, as well as differentiate learning to meet the needs of every learner. Flipped
classrooms encourage inquiry, collaboration, socialization, reflection, and
independence.
Guidelines
Chen, H., & Summers, K. L. (2015). Developing, Using, and Interacting in the Flipped
Learning Movement: Gaps among Subject Areas. International Review Of
Research In Open & Distance Learning, 16(3), 41-64. https://login.pallas2.tcl.

sc.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eft&AN=108431261&site=eds-live
Chen & Summers explore different video options currently available, specifically
on the TED-Ed website. They analyze the current video library and identify gaps among
the humanities, social sciences, and natural science. Many videos in the TED-Ed
collection are applicable to the STEM disciplines. Chen & Summers analyze the
number of views of videos, and suggest that educators continue to build a collection of
videos for flipped learning.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Report: Enhancing Student
Engagement Using the Flipped Classroom. Journal Of Nutrition Education And
Behavior, 47109-114. doi:10.1016/j.jneb.2014.08.008 https://login.pallas2.tcl.
sc.edu/login?url=http://search.ebscohost.com/login.aspx?
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Gilboy, Heinerichs, & Pazzaglia explain that flipped classrooms allow students to
be more actively engaged in their learning. They also explain that students typically
score higher than in a traditional classroom. They discuss what should be covered in
each step of the process of flipping the classroom, as well as show a suggested outline
that can be used as a template for planning to flip a unit. They share survey results and
suggest implementing a survey aspect in your own implementation.
Halla, K. (2015). Deeper learning through technology: Using the cloud to individualize
instruction. Thousand Oaks, California: Corwin Publishers. Chapters 1-8, 1-134.
Hallas book explores integrating technology into the classroom using a blended
learning approach. The book begins with an introduction to technology, blended
learning, and flipped classrooms. The book is divided into two parts: the teacher as the
leader of a digital classroom and the self-paced student. Chapters 4-7 were integral to
explaining how to effectively flip a classroom. Halla provides numerous resources to
help with tech integration and flipping instruction. He consistently explains the need for
students to be engaged in and accountable for their learning. He also explains the
importance of using both summative and formative feedback to guide instruction.
Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The Flipped Classroom in Training and
Development: Fad or the Future?. Performance Improvement, 53(9), 23-28.
doi:10.1002/pfi.21438https://login.pallas2.tcl.sc.edu/login?
url=http://search.ebscohost.com/login.aspx?
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Jacot, Noren, & Berge discuss the positives of flipped learning, emphasizing that
students have more in-class time for authentic, inquiry-based, exploratory,
experiential, and collaborative learning. Students are able to use more high order
thinking skills as they are engaged during class time. They also explain resources,
including Khan Academy, which can help assist educators in the process of flipping.
Although stakeholders must buy-in, flipped learning can revolutionize education.

Karlsson, G. A., & Janson, S. A. (2015). How to create blended learning: Guidelines for
improved teaching with flipped classroom and active learning. Trita-Ee,
https://www.diva-portal.org/smash/get/diva2:814663/FULLTEXT01.pdf
Karlsson & Janson provide guidelines on how to develop new courses, as well as
how to implement previously developed courses. They explain that students should
learn the content at home, typically through watching a video, taking a quiz, and reading
a text. The time in class is spent on clarifying, going more in depth in the subject, and
an outlook on the next module. They suggest having students document their progress
on a wiki, meaning students have to be responsible for their own learning.
Maloch, B. b., & Horsey, M. c. (2013). Living Inquiry: Learning From and About
Informational Texts in a Second-Grade Classroom. Reading Teacher, 66(6), 475485. https://login.pallas2.tcl.sc.edu/login?
url=http://search.ebscohost.com/login.aspx?
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Maloch & Horseys piece isnt exactly about a flipped classroom, but about
integration of informational texts and the importance of inquiry-based learning. They
provide examples of a second grade classroom and how information text and inquiry
are intertwined in the classroom consistently. Maloch & Horsey share great
suggestions, ideas, and guidelines for inquiry-based learning, which is an integral part
of the in-class aspect of a flipped classroom.
McCrea, B. (2014). Flipping the Classroom for Special Needs Students. T H E Journal,
41(6), 24-26. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=cph&AN=103335911&site=eds-live
McCrea discusses the importance of considering the needs of students with
special needs when flipping a classroom. She describes the Proloquo2 app for iPads,
which allows non-verbal students to communicate and do their flipped homework
independently. The app allows students to participate in discussions or prove their
knowledge by using pictures to form sentences and/or words that are read aloud
through the iPad app. They discuss multiple technologies that help students with
special needs. Technology integration, as well as apps for students with special needs,
allow for flipped learning to be mobile and flexible. She also talks about Melissa
Hausser, a teacher who flipped her classroom in a very low-income area. She uses her
as an example for suggestions, such as how to flip a classroom where students dont
have access to technology at home, and how to create videos with a document camera.
Milman, N. B. (2014). The Flipped Classroom Strategy. Distance Learning, 11(4), 911.https://login.pallas2.tcl.sc.edu/login?
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Milman explains that a flipped classroom model is most effective when teaching
procedure knowledge, such as mathematic strategies. She suggests chunking and
scaffolding material to effectively make sure students understand all steps of a
procedure. Although she says procedural knowledge is the best to use in a flipped

classroom, all other types of knowledge (factual, conceptual, and metacognitive) can be
taught in this manner also.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An
Opportunity To Engage Millennial Students Through Active Learning Strategies.
Journal Of Family & Consumer Sciences, 105(2), 44-49.
Roehl, Reddy, & Shannon delve into flipped classroom backgrounds, positives
impacts, and guidelines for implementation. Most importantly, they explain the
importance of students being engaged in their education. Students are not only aware
of their education and learning processes, but theyre also held accountable and
responsible for their learning. Roehl, Reddy, & Shannon explain how imperative it is,
however, to allow teachers and students an opportunity to reflect on their progress,
whether the students are learning the material, and whether the process of flipping is
making a positive impact.
Snipes, P., & Slone, M. (2015). Successful Flipped Instruction. School Library Monthly,
31(6), 17-19. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=eft&AN=101723126&site=eds-live
Snipes & Slone explore guidelines for successful flipping in a classroom or library
setting. They emphasize the importance of not just including a video and discussion,
but integrating Web 2.0 tools, role playing, video conferencing, makerspaces, and more.
They also stress that teachers really need to know their students and good pedagogy to
be successful. Students must have buy-in and be motivated to be engaged in a flipped
classroom and take responsibility for their learning and self-pace themselves. Teachers
must have a wide-selection of online tools available in their flipping tool belts.
Villa, E. Q., & Baptiste, H. P. (2014). Creating an equitable classroom environment: a
case study of a preservice elementary teacher learning what it means to 'do
inquiry'. Multicultural Education, (2), https://login.pallas2.tcl.sc.edu/login?
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Villa & Baptiste describe what a classroom of inquiry-based learning should look
and sound like. They provide examples of students collaborating and holding each
other accountable for their learning. They explain that students are our knowledge
generation and will find a way to learn what they need to know. The students were so
engaged in their learning that there was no academic discourse, but students stayed on
task and had accountable talk with one another. They pushed each other to think
critically, as well as analyze and create together. Inquiry-based learning should be
constantly integrated within a flipped classroom as learning is student-centered and
engaging.
Zangori, L., & Forbes, C. T. (2014). Scientific Practices in Elementary Classrooms:
Third-Grade Students' Scientific Explanations for Seed Structure and Function.
Science Education, 98(4), 614. doi:10.1002/sce.21121 https://login.pallas2.

tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?
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Zangori & Forbes completed a study of third grade students during science
intstruction, evidence-based writing, and science experimentation. Although they dont
explicitly talk about flipped learning, they discuss the importance of evidence-based
writing, research, and other skills that students must master in a flipped classroom as
they are engaged in inquiry-based learning as their classwork.
Trends
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every
Class Every Day. Eugene, Or: ISTE https://login.pallas2.tcl.sc.edu/login?url=
http://search.ebscohost.com/login.aspx?
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Bergmann and Sams book discusses flipping a classroom using the Flippedmastery model. The flipped mastery model allows students to basically work at their
own pace to master objectives. Bergmann and Sams explain how important it is for
students to be able to manage their time wisely as they are responsible for their own
learning. The mastery model allows for differentiation and project based learning in the
classroom, and learning is more student-centered than teacher-centered. They also
explain how it is imperative to use formative and summative assessments, and offer
suggestions for how to provide grades on an A-F scale.
Lujan, H. L., & DiCarlo, S. E. (2014). The flipped exam: creating an environment in
which students discover for themselves the concepts and principles we want
them to learn. Advances In Physiology Education, 38(4), 339. doi:10.1152/advan.
00081.2014 https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.
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Lujan & DiCarlo describe a flipped exam, a student-centered activity where
students are required to independently research content and topics that arent taught in
class. Students are involved in discussions and assignments, and are engaged in
problem-solving activities. During the exam, students are able to work collaboratively
and learn interactively. Their research shows that using flipped exams not only helps
students learn material, but the process of gaining knowledge is just as important, if not
more important, than finding the answer itself. Using flipped exams, students scored
well on information that was not explicitly taught in class, as they were collaborative
gaining this knowledge with their peers.
Westermann, E. B. (2014). A Half-Flipped Classroom or an Alternative Approach?:
Primary Sources and Blended Learning. Educational Research Quarterly, 38(2),
43-57. https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.
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Westermann explores the half-flipped classroom. In this article, students share
their thoughts on a primary source that they read before class. The teacher provides

two or three key questions in which the students respond to by composing mini-essay
responses. Following the out-of-class homework assignment, class begins with an indepth discussion of the historical event or primary source.
Summary
The resources I selected provided me with background knowledge and research on the
benefits and challenges of flipped classrooms. I also researched guidelines on how to
implement a flipped classroom, as well as explored trends in flipped instruction. The
key points I have taken away from my research to implement into my flipped classroom
are to:

ensure that standard-based videos are brief, no more than 5-10 minutes, and use
multiple methods of representation to make them more engaging.
assign a video and assignment, such as discussion post, guiding questions,
games, formative quizzes, and activities, for homework to ensure students are
grasping the concept
implement inquiry-based student-centered learning while students are in class.
scaffold material to meet the needs of all learners, especially when in the
classroom.
provide opportunities for students to collaborate, research, and create through
learning.
challenge students with critical, higher order thinking.
teach students how to self-pace.
hold students accountable for their learning.
use formative and summative assessments, as well as feedback, to continually
improve my flipped classroom.