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"Blended learning can be implemented in many unique ways, generally using a combination of one or more of the following models." says the website. I think every teacher willing to be more "techno-minded" should be familiar with these models.

Watch Common Sense Media's Introduction to the TPACK Model video to help you make informed decisions. Quick learning for TPACK...

One of the most popular models mentioned nowadays... The results in this infographic shows the reason of this fame. Looks like flipping a classroom fosters both academic and social skills of students as it decreases the percentage of failure and number of discipline cases :)

This infographic presents comprehensive information about flipped classrooms. Before I saw this infographic, I did not know how this new learning model emerged. It is great to see that two high school teachers leaded this model.

Since we usually complain about a lack of resources that include the voices of Turkish students, I found this page useful in terms of pondering on what Turkish students may potentially experience with flipped classrooms. You can read their reflections/comments/opinions on a flipped social studies classroom through this link. Feel free to explore the other contents on the website as well. :)

Wow, these students, though they are 7th graders, are able to form sentences with a good amount of intellectual load. They are aware of concepts such as "eğitim devrimi; öğrenme ortamı; öğrenme deneyimi" and many more. I wonder if this is another advantage of "flipped classroom modeli" because none of the college students I teach are capable of forming sentences as elegant as these.

To be honest, their comments are surprising for me too, especially when I see that they have experienced no challenge or discomfort in terms of adapting to this new model. Plus, all those comments look like they are promoting a market product. :) Perhaps our educational system has accomplished to raise students who are highly motivated and capable of adapting to rapid changes. :)

This paper is written to help in-service English teachers in terms of integrating Computer-Assisted Language Learning into their classrooms. It basically explains the principles and significance of TPACK and offers a workshop in which all these are told for English teachers. It proposes the steps of "modeling, analysis, demonstration, application, and reflection" in order to utilize instructional technologies according to learner and teacher needs.

Here is a very short but informative video to explain the logic of flipped classroom

I also liked it. This video briefly explaining an example of flipped classroom clearly. So, I think it can be useful of understanding its meaning. At the end of the video there are comments of teachers. One says that: This is nice and all, but all it takes for this to completely fail (I've tried it) is several students who simply don't want to work say "I don't have a computer" or "I work until three in the morning." Some legitimately don't (not sure how you get around that) and some are simply lazy (don't think so? I did a lecture where students were given a sheet of paper which had sentences with missing words that I would GIVE them, and one student would not even do that). Other says that: They have smart phones, don't they? If they had time for homework outside of class, why wouldn't they have time for videos instead?... So they are really discussing the flipped classroom in practice..

It's an article about integrating technology into teacher education. The authors have focused a standart-based approach in their research and we can reach their activities via weblinks.

Themes and topics of the conference: 1. ICT in Teaching and Learning 2. 3D, Virtual and Simulation-Based Learning 3. Playful and Game-Based Learning 4. Pedagogical Models in Educational Use of ICT's 5. Internet and Social Media in Everyday Life 6. Personal Learning Environments 7. Digital Media Literacies 8. Mobile Learning and Work

Thanks for sharing I would also like to invite you to the "1st International Instructional Technologies & Teacher Education Symposium" which will take place on June 26th - 28th 2013, Trabzon/ TURKEY http://ittes.org/ITTES_2013/

Matti,this looks like an interesting conference and directly related to the new media and pedagogies. Thanks for sharing.

It's a brief overview of TPACK and ends with a serious claim labeling "Language Teaching" on PCK section unlike many other researchers putting forward an all-encompassing circle.

a brief discussion leads here upon Simpson's claim: http://www.teachthemenglish.com/2012/09/an-introduction-to-the-tpack-model/

Very interesting indeed! It would be helpful if the author illustrated further the data analysis process, including coding. One challenge working with self-report data is that it's self reported. It's important to add more direct data sources for triangulation purpose, analyses of documents, e.g., lesson plans, in this particular case with preservice teachers. I would recommend observations. In fact, Evrim and I have been working with a few colleagues on an observation study among exemplary teachers with technology integration with the goal to visualize TPACK. That's one of the focuses in my dissertation. I designed a TPAKC-in-Action model to guide the CALL teacher education workshops and conducted them with inservice English teachers in Taiwan. After completed those workshops, I went to teachers' classrooms and observe their teaching. There have been some interesting and amazing findings and results! Will share more with everyone in June. Before then,...

It is available through METU Online library services.

This is the abstract of a research study . In this study they invited a research panel (six researchers) and an expert panel (54 science-related educators) to propose and validate the framework of TPACK-practical. They applied two rounds of anonymous communications and Delphi survey techniques; identified a total of eight dimensions of TPACK-practical and corresponding indicators and rated them as having high levels of importance. They found disciplinary differences between the different groups of experts. Their findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences

While I was doing research on TPACK, I saw that validity of TPACK-practical model was examined in Turkish context.In that study, it was revealed that the adapted form of the survey exhibited the same item-factor harmony and structure as the original form. Here is the link: http://www.sciencedirect.com/science/article/pii/S0360131515001189

This infographic is to show some dynamics that make a shift to technology in education necessary. Examples given in it present the alterative power the internet has. And, the personalized learning is one of the most important advantages of technology use as an alternative to "one-size-fits-all" models as discussed in readings, which is emphasized in this infographic too.

I guess, depending on the case, the answer is both. As presented in the infographic, there are situations -for example where people can not reach schools as a result of various reasons- that make online tools a good alternative for the schools. I believe that "alternative" is a keyword for this discussion and presenting people different choices is a good approach for me. There are ideas emphasizing that "technology will not replace teachers but teachers who do not use technology will be replaced" which can be agreed upon; yet, there are others too. For example, can we ignore the ideas of progressivists if they aim to use technology to create the ideal conditions that can not be realized in institutionalized schools for the education they think the most proper?

Of course, we cannot ignore "use of technology" to create ideal conditions for today's education settings. Then, it can be said use effectively and benefited from it or them.

Yapılandırmacı yaklaşımı temel alan model, bireyin internet üzerinden eriştiği, daha önceden öğretmen tarafından hazırlanmış ve öğrencinin araştırma yapacağı kaynakların belirtilmiş olduğu sayfalar içeren, günlük hayat ile ilgili bir problemin çözümünü gerektiren ve öğrencilerin işbirliği içinde çalışmalarına imkân tanıyan etkinlikler içerir.