Integrating Flip in the Science Classroom: A Case Study of an Elementary Preservice Teacher’s Learning Through a Coaching Partnership

• Published in: Contemporary issues in technology and teacher education Vol. 24; no. 1; pp. 11 - 35
• Main Authors: Sharfun, Nancy, Jung, Karl G.
• Format: Journal Article
• Language: English
• Published: 2024
• ISSN: 1528-5804; 1528-5804
• DOI: 10.70725/437752yigpjn

The switch to remote teaching and learning consequentially pushing educators in rapid adaptation of technology platforms has made it essential to build knowledge and understanding of how elementary teachers learn to use various technology tools to enhance student learning. For effective science instruction and sustaining student engagement, preservice science teachers need to know the proper utilization of technology tools, and coaching partnerships can assist them in achieving that goal. Utilizing a single case study design, this study focused on understanding a preservice elementary science teacher’s implementation of Flip (formerly Flipgrid) in a third-grade classroom, specifically, exploring how this preservice elementary science teacher, with the help of her instructional coach, learned to implement Flip to reinforce her students’ engagement through 5E learning experiences. Findings shed light on her transition while incorporating Flip into her classroom, where it started as a challenging task but gradually evolved into a more successful implementation. This paper demonstrates the detailed trajectory of how the preservice science teacher learned to implement the tool. With guidance, practice, and resources, Flip manifested as a supportive tool for engaging students with their science content.