ABSTRACT
To use flipped learning as educators, preservice teachers must develop their technological pedagogical (and) content knowledge. As educators, they can support students’ learning, even more, when they empower their families with strategies they can use at home to support the home/school connection. Although preservice teachers do not independently choose to use flipped learning pedagogies since they are required to flip the in-person young authors’ festival parent-session content, the flipped learning family resource assignment is designed to empower them to choose to use flipped learning as inservice teachers. Requiring preservice teachers to create the flipped learning family resource independently ensures each preservice teacher practices flipped learning components fully; thus, increasing the likelihood they will choose to use flipped learning as inservice teachers. When teachers are certain their students have access to technology at home, they may provide flipped resources to support writing instruction.
