We need to better define what "flipping" means. We can't simply have students view video lectures to discuss later in class. This is merely substitution for discussing the previous night's reading. Reuben Puentadura's SAMR model lists substitution as only the first step in the paradigm shift we face. There are many other things that could be included with the video lesson and augmented by mobile technology that would make learning more interesting, effective, and sustaining.
Any technology implementation proceeds in stages. If video use is included in lesson plans, then decide if it is more appropriate to use video that is self-produced or developed by others. The decision might be influenced by your content expertise and production skills. In either case, multimedia principles for learning should be considered, including accessibility of the video content by all.
"This is my eleven year-old," he said, "who, on one machine, is playing Minecraft and, on the other machine, is watching videos on how to play Minecraft." This is how our students are learning. They are teaching each other and they are learning from the Web.
Casap pulled his own phone from his pocket. "What you have in your hand is going to be their Commodore 64. It's going to be their Apple IIe. When they're in their twenties, it's going to be the thing they buy at a thrift store and put on a shelf in their hipster apartment just because it's cool to have one." That's the generation, he said, that's coming into our schools, and we need to be ready for that.
"Learning doesn't happen Monday through Friday, from this time to that time," he said. "This generation of kids are growing up consistently learning all the time."