In my previous blog post, I introduced the idea of the ‘flipped classroom’ teaching technique. This pedagogical strategy is becoming an increasingly popular technique for teachers around the world (Hotle & Garrow, 2015). A study by Roach (2014), (as cited in Hotle & Garrow, 2015) found that 76% of the students reported that a flipped classroom environment assisted their learning but also their average results on midterm tests were improved. However, being able to utilise a flipped classroom raises many challenges for particular schools and students.
Many schools across the country are starting to adopt the Bring Your Own Device scheme to their classrooms. However, this scheme has introduced some equity issues among their students (Stavert, 2013). What happens to the students who can’t afford the devices, or can only afford the basic models and lacks the power etc. of other students? Students in high socioeconomic status areas would benefit over schools in low socioeconomic status areas.
Technology has been shown to facilitate 21st century skills (Stavert, 2013). For example students learn vital skills to this day and age such as communication and collaboration, creativity, digital literacy, creativity and innovation skills and digital competency. If students don’t have access to these resources, how are they able to learn these skills?
Schools need to plan for those students who cannot afford such devices. The Alberta Guide (2012) suggested two strategies that can overcome this problem. Firstly for the schools to have a pool of school-owned devices for students to loan where their family can’t afford their own. Secondly, is a scheme where families lease-to-own making it easier for payments.
To have the flipped classroom technique work to its full potential, all students will need access to some sort of device with capable internet access. This is certainly a limiting factor for my idea and narrows the target audience in which I’d like to pitch my idea to.
In the ‘technology savy’ age we are in, don’t you think that it would be vital for governments to assist school with new technology and devices to further enhance the learning capabilities of our students?
Alberta Education. (2012). Bring your own device: a guide for schools. Edmonton: Alberta Education.
Hotle, S. L., & Garrow, L. A. (2015). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal of Professional Issues in Engineering Education and Practice, Retrieved from: http://ascelibrary.org.ezproxy.library.uq.edu.au/doi/10.1061/%28ASCE%29EI.1943-5541.0000259.
Stavert, B; State of NSW, Department of Education and Communities. (2013). Bring Your Own Device (BYOD) in Schools. Retrieved from: https://www.det.nsw.edu.au/policies/technology/computers/mobile-device/BYOD_2013_Literature_Review.pdf.