| Sumario: | This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology integration PD, and what are the best practices for designing a flipped PD model for preparing teachers to integrate technology into their classrooms? First, we discuss the core features of effective teacher PD: content focus, active learning, coherence, duration, collective participation, and the role of context. Second, we explore design factors in recent technology integration PD studies: learner centred, relevance and reflection, evidence of student learning, support and follow‐up, student voice, and initial implementation with teacher leaders. Finally, we present a discussion of our recommendations for a flipped model for technology integration PD. Lay Description: Submitted manuscript discusses the best practices for designing a comprehensive model for preparing teachers to integrate technology into their classrooms on the basis of an extensive literature in the field. Introduction The change‐oriented structure of the knowledge economy of the 21st century adds new dimensions and components to the already complex formulation and delivery of effective teacher professional development (PD).One of the requirements for teachers in the 21st century is being prepared to integrate instructional technology into teaching practices effectively. Despite great technology investments in schools, teacher training and development around technology integration and pedagogical implementation may lag behind.The present study presents the features and strategies found to be essential for design of an effective PD to support teachers' technology integration and combines these strategies with flipped learning strategies and propose a flipped PD model. Flipped PD Current research suggests that an effective PD experience for teachers should be sustained over time and connected to classroom instruction (Belland, Burdo, & Gu, 2015; Boyle, While, & Boyle, 2004; Dede, Eisenkraft, Frumin, & Hartley, 2016; Garet, Porter, Desimone, Birman, & Yoon, 2001; Jao & McDougall, 2015). One way to sustain PD experiences over time is to add online components to face‐to‐face‐only models, thereby providing additional scheduling and programming flexibility (Belland et al., 2015; O'Dwyer, Carey, & Kleiman, 2007; Owston, Wideman, Murphy, & Lupshenyuk, 2008).Incidentally, several studies have found that PD that includes peer collaboration and active, hands‐on learning experiences are more effective for preparing teachers to integrate technology into their classroom practices (Barrett‐Greenly, 2013; Curwood, 2011; Davis, Preston, & Sahin, 2009; Desantis, 2012; Gerard, Varma, Corliss, & Linn, 2011; Jones, 2001; Lawless & Pellegrino, 2007; Liu & Kleinsasser, 2015; Tweed, 2013; Unger & Tracey, 2013; U.S. Department of Education, 2010; Walker et al., 2012; Wells, 2007).The unique aspect of the flipped model is that it blends successful teaching strategies with video and audio recordings using digital technologies that are becoming more and more common (McDonald & Smith, 2013). With this method, learners can watch videos and reach resources, learning the content wherever and whenever they want, and more time can be devoted to practice‐oriented teaching strategies, collaborative work activities, and discussions on concepts in a face‐to‐face classroom environment (Hamdan, McKnight, McKnight, ve Arfstrom, 2013). Effective technology integration PD The PD model that combines flipped PD strategies with the implementation strategies of effective PD is a call for action to design PD experiences on the basis of teacher needs. It is important to involve teachers in all decision processes starting from the content of PD. PD experiences should be learner centred. Wells (2007) defines learner‐centred PD as being "designed around participant concerns, needs, and interests" (p. 106). According to Unger and Tracey (2013), learner‐centred instruction during a PD activity should involve teachers in all decisions regarding technology use and implementation, with the goal of leading to positive changes in teachers' attitudes toward technology integration.In addition to the content focus (e.g., Mathematics, Literature, or Science), PD that prepares teachers to integrate technology into their classrooms must also provide technical, pedagogical, and management training (Curwood, 2011; Desantis, 2012; Gerard et al., 2011; Unger, 2012; Unger & Tracey, 2013).Several studies provide support for using real‐world technology integration case studies to help teachers understand the relevance of their newly acquired skills and knowledge for their classroom practices (Desantis, 2012; Barrett‐Greenly, 2013; Gerard et al., 2011; Carlson & Gadio, 2002). Instead of focusing only on the technology affordances, technology PD should provide time for reflection, exploration, and evaluation of new technologies.Providing opportunities for teachers to share their students' work within the learning community help teachers to make connections between their stated intentions and eventual student outcomes (Curwood, 2013).Effective technology PD should incorporate support and follow‐up. The term "support" has a broad meaning when we use it in relation to technology integration PD; within this context, support refers not only to the types of contextual support teachers receive from administrators and parents, described in core features of effective PD, but also to the technology support and follow‐up support received during implementation (Barrett‐Greenly, 2013; Jones, 2001).Recent studies on technology integration claim that student opinions about the use of different technologies in the classroom can be very beneficial (Rives, 2012). As such, PD programs that focus on technology integration may want to consider encouraging student involvement. Recommended model and contributions The PD model that combines flipped PD strategies with the implementation strategies of effective PD is a call for action to design PD experiences on the basis of teacher needs. It is important to involve teachers in all decision processes starting from the content of PD. To build content knowledge across multiple subjects and different technologies, in the proposed model, online modules first should include short videos on different contemporary technology applications and content on the basis of the context and learner needs.Flipped model provides teachers the opportunity to participate in most of the PD activities online through the virtual system, which allows for flexible scheduling and still granting teachers an opportunity for personal learning, reflection, and PD.Face‐to‐face sessions in the model will focus on the instructional planning for their classroom application.Between each face‐to‐face training session, teachers would be asked to apply what they planned during the face‐to‐face session and share their classroom materials and student assignments with colleagues through the virtual system for ongoing dialogue to improve student learning.Teachers are allowed an opportunity to interact and communicate with other teachers in the program, district mentors/teacher leaders, and PD organizers throughout the instructional planning process. It is important that teachers remain connected with colleagues and other professionals in order to encourage feelings of motivation and to promote discussion around actual classroom applications.After the classroom applications, teachers can collect feedback from students by administering online surveys or questionnaires through the virtual system. This information can subsequently be used to help shape teachers' instructional design development.To help for technical and instructional issues, qualified personnel in the PD organizing team will follow‐up with teachers during their classroom applications. In some schools, this support can be provided by district mentors/teacher leaders depending on the number of teachers and their needs. For some of the common problems faced by teachers, there will be sections in the online models such as answers to frequently asked questions, short videos about solutions to some technical problems, and suggestions for instructional obstacles.Positive teacher beliefs and attitudes toward technology integration have been recognized as another essential element for sustaining teachers' engagement with PD activities and for also translating newly acquired skills into classroom applications (O'Dwyer, Russell, & Bebell, 2004; Ertmer & Ottenbreit‐Leftwich, 2010; Ertmer, Ottenbreit‐Leftwich, Sadik, Sendurur, & Sendurur, 2012; King, 2014). Recommended model suggests that PD activities should begin by identifying teachers' needs and PD activities be tailored to the technologies teachers have access to and should begin by identifying teachers' beliefs and attitudes about technology integration in their particular context. This information would then ideally be used to shape the content of the face‐to‐face sessions and online modules.The context and culture within which teachers' work is critical for successful technology integration (O'Dwyer, Russell, & Bebell, 2004; Ertmer & Ottenbreit‐Leftwich, 2010; Gemeda, Fiorucci, & Catarci, 2014; King, 2014). For example, school administrators and district‐level educational leaders play an important role in the planning and support of teachers' technology integration PD activities (Whitworth & Chiu, 2015). In an effort to address these issues, our model includes awareness sessions for administrators aimed at helping them understand the new teaching strategies that may be used in classrooms and to also ensure their support for more successful technology integration (Carlson & Gadio, 2002).
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