To See Increases in Student Achievement in 1:1/BYOD Classrooms, Teachers Must be Given Curriculum with Technology Activities Baked in, from The Journal asserts that research shows that technology devices in the classroom will not improve student performance unless the technology is inherent in the curriculum — not just an add-on. Success requires “60 percent to 75 percent of use during school day with multiple applications where the underlying pedagogy is some variant of learn-by-doing, inquiry-oriented, project-based, and used as an after-school tool.”
The article includes links to some research and asserts the undertaking is too big for independent teachers to tackle on their own by just Frankensteining the current paper-and-pencil curriculum.
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A Review of Flipped Learning (PDF) is a short report with some deep information on Flipped Classrooms, including case studies, pitfalls, and what they call the “Four Pillars of a Flipped Classroom.” The authors emphasize the need for flexibility and point out that the classroom will appear more chaotic that teachers may be used to seeing.