Module 8 Discussion: Technology in Education and Flipped Classrooms

This discussion post examines the application of audio-visual technology, specifically focusing on the flipped classroom model and its benefits. The author discusses the use of EdPuzzle for delivering video lessons, allowing class time to be used for problem-solving and reinforcing concepts. Screen recording is highlighted as a tool to create accessible video content for students, enabling them to learn at their own pace and review materials as needed. The post also addresses the importance of providing feedback and asking questions in a flipped classroom environment, using the Quartering Act and the Boston Massacre as an example. The discussion emphasizes the shift from teacher-centered to student-centered learning facilitated by technology. The author also mentions that screen recording can be used to create videos for difficult concepts, which will help students to view it multiple times with the option to pause and watch the videos again at any time they feel like until they understand the concept.

Module 8 Discussion: Audio Visual
Technology
Question One: EdPuzzle flipped classroom method
The use of the EdPuzzle flipped classroom method entails giving learners video lessons
and using class time for more useful activities. Students will learn basic concepts using the
assigned video lessons, and the teacher will focus on reinforcing activities that make the topic
clearer to the students (Mischel, 2018).
I could use the flipped classroom, for instance, EdPuzzle, to introduce a Maths subject.
Math is taught in two parts, that is, theory and practice. EdPuzzle flipped classroom would allow
me to create and give students videos covering the theory. I would use the class time for
problem-solving activities and help the learners in applying the concepts learned in theory.
Other activities, which require my oversight and guidance that I could orchestrate using
small group instruction during this time, would include:
a) Assigning video lessons on fundamental theory and using small group instruction to clear
up any doubts that the learners may have (Mehring, 2016).
b) Use videos that show students how to solve a problem and then use class time to answer a
more sophisticated version of the same problem.
Question 2
Technology is revolutionizing the teaching-learning process, and with advancements like
screen recording, teachers can now shift from teacher-centered-learning to student-centered-
learning. This method is called a flipped classroom. The technique changes the teaching that was
happening in the confines of a class online. And the teachers have to record videos using tools
such as screen recording. In the flipped classroom, the time is spent in discussions and in-class

assignments. The following are some of the ways that I would use screen recordings to facilitate
the independent use of new educational technology in my classroom:
a) I would use a screen recording to create videos for hard-to-grasp concepts. The video
would allow my students to view it multiple times with the option to pause and watch the
videos again at any time they feel like until they understand the concept. In doing so,
screen recording would also save me valuable class time and help in engaging the
students. The main advantage with screen recording is that once a lecture or a concept is
recorded, the learners will be able to watch the video, pause and rewatch as many times
as they want as per their learning pace and needs (Muna & Paparas, 2016).
b) Screen recording can be done from anywhere at any time and then shared with the
students at anytime from anywhere.
c) In cases where the teacher you fall ill, or you are traveling, screen recorded lectures can
aid in closing the gap that might result from your missing classes. Thus screen recording
can help keep the course running even when you are away.
d) Screen recording is easy. With the help of a video tool (many video tools are available as
browser plugins, add-ons or extensions), you can be able to use your webcam, press
record and start teaching.
Also, I would be more likely to implement technology for students to complete
assignments. Lectures are arranged in modules and assignments provided at the end of each
module. The tasks have a pre-determined method of submission. For instance, if the assignment
is to write an essay, a word document or pdf file would be needed for submission with additional
assistive technologies such as safe-assign to check the article for plagiarism.
Question Three: Provide feedback or ask questions about your classmates' EdPuzzle video

My classmate's EdPuzzle video is the Quartering Act and the Boston Massacre
(Bertolero, 2014). The Quartering Act forced colonies to offer housing, food, and drinks to
British soldiers who were in the barracks. And in case the barracks were small to fit in all the
soldiers, then the locals would house the soldiers in their local hotels, restaurants, and bars (wine
sellers as known then). However, this ended up leaving the locals homeless, as many were forced
to evacuate. The Act made several states Governor's refusal to implement it in their areas. The
British parliament responded by withheld essential services to the specific states forcing the
Governor's to sign the Act. Which eventually led to the Boston Massacre. Several questions that
arise from this video include:
a) Were the British soldiers entitled to quartering to the point of forcing the locals to
evacuate?
b) Were there privacy laws that existed to protect the locals form state officer's abuse of the
Quartering Act?

References
Bertolero, K. (2014, December 16). Quartering Act and Boston Massacre. Retrieved March 17,
2020, from Vimeo website: https://vimeo.com/114661592
Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL
Classroom. Computers in the Schools, 33(1), 1–10.
https://doi.org/10.1080/07380569.2016.1139912
Mischel, L. J. (2018). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos:
Management Teaching Review. https://doi.org/10.1177/2379298118773418
Muna, H., & Paparas, D. (2016). Ready for the Flipped Classroom? Preliminary Experiences of
The New Approach In Teaching Economics to Non-Major Students. Applied Economics
and Finance, 3(2), 45–53.