Abstract
Proposed as an effective method for preservice teachers’ technology integration development, the flipped approach may afford opportunities to model face-to-face and online instruction with technology, and it may allocate additional class time for learning by design. This study examined a course designed with the flipped model of instruction and its impact on participants’ technological pedagogical content knowledge (TPACK). Using a single group pretest–posttest design, self-perceptions of TPACK and lesson designs were analyzed before and after participants completed an educational technology course. Findings revealed statistically significant gains in participants’ self-perceptions of pedagogical knowledge (PK) and application of TPACK. While gains in self-perceptions of technological knowledge (TK) and technological pedagogical knowledge (TPK) were not statistically significant, the small to medium effect sizes may merit a replication of this study with a larger sample. (Keywords: flipped model of instruction, teacher education, TPACK, first principles of instruction)
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