Abstract
Technology has impacted every aspect of modern culture, including education. The influx of educational technology in schools presents opportunities to explore ways to engage students in the learning process fully. Although students may enjoy using technology in their daily lives, it is necessary to carefully consider how these students make sense of technology in the learning environment. Using the theoretical framework of constructivism, this Interpretative Phenomenological Analysis (IPA) aimed to understand and describe the lived experiences of three students using technology to learn in a flipped classroom at a New York City public charter high school. The significant findings reveal that flipped instructional videos can afford students an active learning experience, leading to increased awareness of responsibility for learning and self-efficacy. The students' lived experiences in this research help secondary school professionals interested in implementing flipped instructional videos understand students' thoughts and feelings toward using technology to learn. The research findings suggest that classroom teachers may utilize flipped instructional videos to transform students' learning experiences. The article concludes with practice recommendations to help teachers use technology to enhance their students' learning experiences.
Recommended Citation
Sukra, Celeca A.
(2023)
"Disrupting Pedagogy: High School Students Making Sense of the Flipped Learning Instructional Videos,"
Journal of Research Initiatives: Vol. 8:
Iss.
2, Article 8.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol8/iss2/8
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Elementary Education Commons, Gifted Education Commons