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Speak Up 2013 flipped learning findings include: One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.         16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.    45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.  37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use. While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential. 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.   75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.

Did I refer to the class as our class or my class?

8. If our class were a company, would it be out-of-business now?

9. Did students create and experience a great class or simply take a class and get credit?

Meanwhile, those of us whose skills in tech integration are not quite Olympic class may find the SAMR model (Substitution, Augmentation, Modification, and Redefinition) more helpful for locating ourselves along the continuum of maximizing the transformational impact of technology. What won't work is waiting for technological change to stabilize.

You'll never keep abreast of every technology innovation, so allow yourself to be a curious learner that doesn't know it all.

top education technology bloggers and ask their advice on social media

STEM lessons don’t necessarily teach the specific content in math and science – they may apply content that has already been taught. The key point is whether a STEM program applies math and science concepts to solve an engineering challenge and provide students with opportunities to integrate learning.

At first glance, it appears that deciding what a STEM program should look like is an ongoing conundrum for the K-12 education world.