A Systematic Review of the Flipped Classroom Research in K-12: Implementation, Challenges and Effectiveness

This study presents a systematic review of flipped classroom literature in K–12 with a focus on investigating flipped classroom implementation strategies, challenges, and effectiveness. Three electronic databases were searched: a) Scopus, b) Web of Science, and c) Education Research Complete. In the end, thirty-four articles were included in the final set of studies reviewed. Findings from the review revealed that flipped classroom literature in K–12 was mostly undertaken in high school contexts. Huge variations on the design of pre-class, in-class, bridging activities and technologies utilized were found in the review where viewing of instructional videos, performance of individual and group activities, and conducting question and answer sessions were found to be the prevalent forms of pre-class, in-class and bridging activities, respectively. Videos were found to be the main technological tool used in all the studies. The challenges found with flipped classroom implementation revolved around the following: a) student’s motivation and accountability; b) increased teacher’s workload; c) resistance of students due to unfamiliarity to the approach; d) access to technology; and e) delivery. Lastly, although findings on the effectiveness revealed that most of the reviewed studies found flipped classrooms to be effective, there were also studies which reported producing mixed and contradicting results. Future efforts in flipped classroom research in schools must extend the idea found in this review on how to design and implement flipped classrooms to yield better student results

Engaging with Bourdieu\u27s theory of practice: an empirical tool for exploring school students\u27 technology practice

This article presents Bourdieu\u27s theory of practice as a tool for exploring school students\u27 technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice in two educational technology studies. The application of the theory in the two studies highlights the potential of the sociological framing for informing a robust critical research agenda and understanding the circumstances that can contribute to digital inequalities. Practically, knowledge gained through theoretically informed research is critical for researchers, governments, schools and teachers in working to overcome digital inequalities

ICT literacy and the digital divide: Understanding primary students’ ICT practices and possibilities

Despite popular assumptions that children of today possess high levels of skill and knowledge in the use of information communication technologies (ICT), results from large-scale assessments of ICT literacy indicate that young people’s ICT literacy is generally low-level and is associated with factors such as socioeconomic status, geographical location and ethnicity. These patterns of digital inequality are commonly referred to as the digital divide, which is the difference between those who have, or have access to learning, the necessary ICT skills and competencies and those who do not. Addressing this digital divide is a global imperative, as individuals who do not develop ICT literacy will be limited in their economic, civic and social participation. This sentiment is reflected in Australian educational goals that indicate that the school context plays a significant role in the development of ICT literacy to ensure digital inclusion for all citizens. To address the digital divide requires a deep understanding of the way children use ICT. Research that has investigated children’s ICT practices has mostly been large-scale quantitative studies that have identified the significant role that economic, social and cultural capital has on children’s ICT literacy achievement. The findings from these studies have shown that in general ‘advantaged’ families possess greater stocks of technological capital than ‘disadvantaged’ families. Beyond this binary view of the digital divide, a number of studies have begun to detail profiles of ICT experience to illustrate the nuances of individual ICT use and engagement. These studies have focused on the role of individual and contextual characteristics on ICT practices. Yet, what is not known is how and why differing home ICT experiences, including variations in economic, cultural and social capital, shape school-based ICT literacy. This study explored this gap in knowledge by investigating the home ICT experiences and school-based ICT literacy of students in their final year of primary school, highlighting their perspectives in exploring and explaining their ICT literacy

Engaging with Bourdieu\u27s theory of practice: an empirical tool for exploring school students\u27 technology practice

This article presents Bourdieu\u27s theory of practice as a tool for exploring school students\u27 technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice in two educational technology studies. The application of the theory in the two studies highlights the potential of the sociological framing for informing a robust critical research agenda and understanding the circumstances that can contribute to digital inequalities. Practically, knowledge gained through theoretically informed research is critical for researchers, governments, schools and teachers in working to overcome digital inequalities

Conceptualising technology practice in education using Bourdieu\u27s sociology

Evidence from large-scale studies of primary and secondary students\u27 technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu\u27s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu\u27s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students\u27 technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu\u27s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed

It takes more than an interest in STEM: students’ experience of transition to study in STEM disciplines at university

The journey to pursue and persist with a career in STEM is a complex process that begins at a young age, continues across secondary education and the end of school transition to university. Such decisions are influenced by a range of personal, social and environmental factors, highlighting the practical complexities of supporting young people in their transition to university. This paper explores the post-school transition of two students, one female and one male, with strong technological dispositions and aspirations to pursue careers in STEM fields. We focus on two STEM disciplines, Information Technology and Engineering, chosen by our participants. We employ the theory of practice (Bourdieu 1977) to analyse two students’ experience of transition. The findings from these case studies are not intended to be generalised. Rather the in-depth stories and theoretical case analysis provides a nuanced account of transition to study STEM disciplines. Importantly, the pathways into university were not equal for the participants. Class and gender intersected with university structures to enable and constrain students’ transition highlighting the significance of institutional supports within STEM disciplines to better support diverse students across the period of transition to university

Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools

This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher’s practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families

Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies and the need to deploy and support digital competences. Researchers captured a range of remote teaching practices in higher education across this period that highlight the adaptability of teachers despite a lack of preparation for such an event. This study reviewed empirical studies of ERT from the past 2 years to derive a conceptual frame for ERT digital competence, which was then applied as a lens to analyse teaching or digital competency frameworks from Australian universities. The findings of this paper demonstrate the pre-pandemic teaching and digital competency frameworks captured digital competencies relevant to ERT in varied ways. Practically, the findings provide a starting point for understanding digital competences needed for ERT to ensure future preparedness in responding to a crisis that disrupts educational provision. We also suggest universities can better support the development of teachers’ digital competence through practical operationalisations that connect technical and pedagogical knowledge, make digital possibilities across modes of delivery explicit, and acknowledge the need to protect wellbeing of educators

The role of social cues in supporting students to overcome challenges in online multi-stage assignments

Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research

The Myth of the Digital Native and What It Means for Higher Education

The term digital native entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth\u27s persistence signals a need to better understand the role of technology in young people\u27s lives. The chapter conceptualizes technology practices, considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers