Educational Technology

Flipped Classroom: A Framework for In-Class Activities

The flipped-classroom approach to education is undoubtedly popular, with consistent growth in the number of related books, conference sessions, and educator network memberships. Although active-learning may not be any more beneficial in a flipped classroom compared to a traditional classroom, it is clear that a flipped class can increase the frequency of active-learning opportunities.

Practical Classroom Implementations for Critical Pedagogy

Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the ), what does one do with that knowledge? Can we implement strategies that embrace Critical Pedagogy while teaching the content we need to cover? Are there ways to build criticality in our students while maintaining our requirements for classroom rigor?

Critical Thinking vs. Critical Pedagogy

I recently participated in a conference known as the Digital Pedagogy Lab as a fellow, which required leading a workshop (or an equivalent). I chose to structure my workshop around the ideas of critical pedagogy and STEM, and particularly how we use these ideas in a practical way in the classroom (both F2F (face-to-face) and DL (distance learning)). This blog will be one of a two-part series on these topics.

Stop Motion Animation Galvanic Cell Process

With few materials available to complete wet labs in my school, I have to be creative with covering lab concepts in my AP chemistry course. I was looking for a way to make sure my students were getting the idea of the macroscopic changes that take place in a galvanic cell without necessarily being able to do the wet lab. The particulate model that is part of the Energizer Lab inspired me to write an end of unit assignment for my students using Stop Motion video apps.

Technology Considerations for the Chemistry Classroom

Technological Pedagogical Content Knowledge (TPCK) can be the vehicle by which teachers decide if and how a technological application can be incorporated into their classrooms. TPCK more recently coined as TPACK technology, pedagogy and content knowledge incorporates technology into Lee Shulman’s pedagogical content knowledge (PCK) construct. PCK is the means by which a teacher takes his/her content knowledge and transforms it into content knowledge for his/her students.