| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435034 |
| 005 | | 20200227113746 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085581790 |
| 035 | |
▼a (MiAaPQ)AAI27525205 |
| 035 | |
▼a (MiAaPQ)OhioLINKosu1555355104583446 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Maynard, Julie A. |
| 245 | 10 |
▼a Transformational Teaching & Learning Modeled in a Flipped Classroom Environment. |
| 260 | |
▼a [S.l.]:
▼b The Ohio State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 178 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-02, Section: B. |
| 500 | |
▼a Advisor: Brosnan, Patti. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Ohio State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a 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? |
| 590 | |
▼a School code: 0168. |
| 650 | 4 |
▼a Pedagogy. |
| 650 | 4 |
▼a Technology education. |
| 650 | 4 |
▼a Information technology. |
| 650 | 4 |
▼a Middle school education. |
| 650 | 4 |
▼a Early childhood education. |
| 650 | 4 |
▼a Teacher education. |
| 690 | |
▼a 0710 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0518 |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0450 |
| 690 | |
▼a 0489 |
| 690 | |
▼a 0456 |
| 710 | 20 |
▼a The Ohio State University.
▼b EDU Teaching and Learning. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-02B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0168 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494093
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |