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The author of this article tries to answer why so many teachers are resistant to mobile devices in their classrooms although their students tend to believe that smartphones and laptops can assist their learning. After reading the text, I realized how social attitude toward mobile learning can be a decisive factor in terms of its integration into education.

A survey result suggesting that "4 Out of 5 Students think that Digital Learning Technology Has a Positive Impact on Their Grades"

In the article, you may find some advantages of establishing a social networks for learning. Rather than being a passive user, experiencing professional learning community in social networks may be future trends so students should have capable of using social learning tools consciously and creatively .

I think for the elementary grade flipped classroom is hard to implement because holding students accountable and following their online preparation seem difficult. This short article offer some tips for flipping elementary classroom.

Educanon or playposit, I have added this to my repertoire. :) A good way to keep students engaged while watching videos.

I have also found these websites for the same purpose of making videos more interactive: EDpuzzle and Vizia. I forgot to mention it: These both seem to be free. :)

"Teachers in many subjects, including math, science and foreign languages, are all using technology to switch up the way students learn. However, one area that hasn't recently been in the spotlight is physical education (PE), where it's assumed students just run around playing soccer or basketball." If you wonder about flipped learning in physical education, this sharing is for you ;)

In this short informative video clip, two experienced flippers offer a number of ways to overcome the challenges posed by the flipped classrooms. Here is the outline of the video: - alternative ways on how to access content, - how to watch educational videos, - the optimum length of the videos, - how to motivate students to watch the videos before coming to class, - some techniques to improve the quality of the videos, - the flexibility of flipped approaches, - the importance of contextual factors on the effectiveness of flipped classrooms.

this video illuminated me about the minimum properties of an instructional video. I agree that while providing a video teacher should consider the grade of students. Language, clarity and length of video is important to gain student attention. And this is a good idea that starting with small pieces may be good to try the flipped classroom model and adjust students.

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. :)

Here are the possible flipped classroom scenarios, the roles of teachers and students in the scenarios are given in a table.

A cheatsheet of edtech concepts and trends from sms to byod for EdTech beginners.

Yasin, my contention is that you cannot motivate anyone "to read, research, be self-directed, explore" id they do not wish to be motivated in the first place. It is virtually impossible. What we can do is to serve as a model to them by depicturing what they can achieve provided that they possess these skills. I totally agree with you that the amount of generation gap between us and those who are only five to ten years younger is paramount, but I am pretty sure they'll find their own way as they grow up. Or, most of them will have to if they are to lead a good life because the skills you mentioned are now regarded as survival skills.

Yasin and Hakan, I agree with both of you. I also think that first we need to acknowledge our students are different. I may even call them humans 2.0 :) and yes their attention span is rather short and is getting shorter, and so is ours. I, as a teacher, suffer from it and have my own strategies. Maybe we can help students in that, too. Also, I really don't think they don't want to "read, research, be self-directed, explore". When something enters into their "radar", they can turn into autonomous and motivated researchers! I know that I am pointing out to the obvious, but we need te revise what we teach and how we teach. As also stated in the Horizon Report 2016: " In order to remain motivated, students need to be able to make clear connections between the curriculum and the real world, and how the new knowledge and skills will impact them."

This infographic summarizes the 4 key findings of a study with more than 600 K-12 teachers. Among the key findings are 3 barriers that are considered by the participants to have the potential to prevent them from using more technology in their classes. Two of the barriers mentioned, lack of technical support and training, are pretty common in the literature, but the third one was interesting to me. 33% of the participants argued that because they cannot figure out whether a student is on task or not while performing something on a technological device, they refrain from using it.

In the article, you can find beneficial explanation of advantages and limitations of flipped classrooms.

Thank you for this informative and easy-to-read article Ezgi. I agree with most of what the writer argues; however, the 2nd con about "trusting" the student made me feel a bit unease because as teachers and also human beings we have to trust others at least to a certain degree and I believe that teachers are a bit way too sceptical as to their students' credibility. I get the reasons behind this and totally agree yet still argue that we shouldn't count "trusting the student" as a con for flipped classrooms. After all, in a traditional school, the teacher still counts on the student when she sees a completed homework which might have been done by the student's father.

Thanks for your sharing Ezgi, I really like it :) In my opinion, 5th con is valuable to discuss because there are so many studies in the literature indicating that screen time has been considered as a main issue for physical inactivity among children and adolescences. Almost all parents complain about their children's long time usage of technological devices. Therefore, while planning a flipped classroom, this subject must be considered seriously.

Use of technology for educational purposes has evolved in such a way that it started intimidating students. Apparently, some guys designed a software which, supposedly, is capable of predicting student failure in advance. Although the designers had planned to introduce this program to forewarn the learners who were likely to underachieve before it was too late, a good number of students started complaining that "the data [would] be used to label them before they [had] a chance to make their own impression on a teacher". Issues of digital redlining and privacy were raised by many students whereas the proponents, many of whom are teachers, continue to argue that the program was designed only to "help educators find and help students at risk of failure".

This is not an infographic directly related with educational technology, yet I thought it's a good reminder first for myself (as I sometimes find it hard to paraphrase while avoiding plagiarism) and all my fellow researchers. Plagiarism is common fear of each student. You risk being plagiarized and you risk creating non-unique text. To get things even worse, not only mindless copy-paste constitutes a danger. Your piece is considered as plagiarism when you try to combine the author's original word combinations with yours. This is the so-called patchwork paraphrase.

"MOOC and online courses are changing the face of higher education. Here are some details on how some colleges are adapting." This infographic shows that MOOCs will not replace traditional, residential classes at least in the near future contrary to popular belief among some MOOC fans. The biggest reason behind MOOCs complementary role in education could be their unidirectional nature which makes it difficult for students to receive personalized/differentiated instruction, in-depth feedback, and other mediums for deep learning. Nevertheless, they offer great resources for those highly motivated, self-directed/regulated learners. Another interesting issue in the infographic is that the U.S. colleges, at least almost 60% of them, are willing to integrate online component into their regular college education; I really wonder what statistics our Turkish universities would provide. :)

"I really wonder what statistics our Turkish universities would provide." This is a good research question Yasin and I would really like to learn the answer. :) Bets anyone? :)

As recent educational research (including educational technology) has implied, context is extremely important to TPACK framework. By "context" it is usually meant classroom, teacher, student, and societal factors. Therefore, the complexities of TPACK do not develop in isolation but in a complex and dynamic relationship with all those contextual factors. However, this study shows that context is usually missing from research about TPACK. In this direction, Rosenberg and Koehler (2015) underscore the importance of including contextual factors in TPACK research and of showing the role of context on teachers' knowledge and practice in terms of technology integration. Personally speaking, I believe TPACK research should not only focus on survey findings but also should be accompanied by complex qualitative data focusing on micro and macro contextual factors.

The results of the current study show that teachers involved in Fatih Project were especially content with being able to make their lessons visually more appealing for their students. They were, however, not satisfied with the in-service training provided, especially in understanding ways to effectively integrate the technologies into their teaching, and the limitations put upon Internet access from the tablets. The impacts of these tools on their teaching practices were very minimal.

TeachLivE is a mixed-reality classroom with simulated students that provides teachers the opportunity to develop their pedagogical practice in a safe environment

Immersive environments, such as Multi-User Virtual Environments and virtual worlds, are increasingly being prototyped, explored and assessed as tools to help students master content, domain-specific thinking skills, and general problem-solving ad decision making skills.

The 2015 Mobile Learning Trends Infographic explores what role mobiles are playing in shaping up the workplace learning scenario. These trends with mobile learning are evidence to the fact that we are on the brink of a new era of learning - through the mobile device.

Ceren, in your infographic, there is mobile app analytics. Can anybody explain me how mobile apps provide learning analytics data?

Dear Mine, For example if you create a quiz using Quizizz for your class, once they finish it, you will see the analytics of your students; such as their rankings, which questions they got right and wrong etc. You can also download them as a pdf or xls file later on to focus on the students' specific needs :)

Socrative empowers you to engage and assess your students as learning happens. Through the use of real-time questioning, result aggregation, and visualization, you have instant insight into levels of understanding so you can use class time to better collaborate and grow as a community of learners.