Information and Communication Technologies for Education Considering the Flipped Learning Model

Autor/inn/en	Cueva, Andrea; Inga, Esteban
Titel	Information and Communication Technologies for Education Considering the Flipped Learning Model
Quelle	In: Education Sciences, 12 (2022), Artikel 207 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cueva, Andrea) ORCID (Inga, Esteban)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Technology; Technology Uses in Education; Flipped Classroom; Higher Education; Foreign Countries; High School Students; High School Teachers; Program Effectiveness; Video Technology; Integrated Learning Systems; North America; Asia; Europe; Malaysia; Australia; Ecuador + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Nordamerika; Asien; Europa; Australien
Abstract	Technology development has been integrated into the educational environment and has led teachers to become much better trained in educational, technological tools. Currently, education is being transformed; for this, there are new methodological approaches, and education needs the integration of digital tools. Previously and still today, traditional and not very creative strategies are applied in the teaching-learning process, which does not fully contribute to the progress of education. The present work focuses on using Information and Communication Technologies (ICT), considering the Flipped Learning Model (FL), an active methodology. However, it is also essential to know the appropriate ICT to apply during the learning process. The Information and Communication Technologies articulated with the Flipped Learning Model benefits and motivates students; in this way, through collaborative learning, communication between classmates and teachers is favored; in addition, it encourages autonomous work, helps the analysis of the contents in each of the subjects, and favors the construction of new knowledge. Therefore, knowing which ICTs are incorporated as the most efficient in the Flipped Learning Model is necessary. In this way, it is required to obtain information about the ICTs teachers have preferred to apply within the Flipped Learning Model and which ones are recommended from the classroom experience. The work shows which ICTs are most used and which ones benefit students to obtain significant learning. Consequently, considering the application of ICT and Flipped Learning in educational communities is a way to innovate the teaching-learning process. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01