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The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.  \nKeywords: design-based research, flipped learning, technology-enhanced learning, TPACK  \nCJLT/RCAT Vol. 50 (1)  \nRésumé  \nCette étude basée sur une approche d'apprentissage inversé utilise des ressources audiovisuellescomme activités de préapprentissage. Soixante-cinq élèves des classes de 6e, 7e et 9e années et accompagnées de quatre enseignants ont participé à cette expérience. L’objectif de cette étude était  \nd'explorer l’introduction d'une pédagogie enrichie par la technologie dans les domaines des sciences, des mathématiques et des études sociales. La mise en œuvre a été séquencée afin d’offrir aux étudiants qui apprenaient l'anglais l’occasion d’interagir en suivant les concepts du programme scolaire en visionnantdes vidéos dont le langage avait été adapté par l'enseignant et qui contenaient des questions intégrées. Il est important de noter que cela se faisait avant les activités d'apprentissage en classe. Le cadre de connaissance technologique, pédagogique et de contenu (TPACK) a été utilisé pour informer la conception pédagogique des activités d'apprentissage inversé . Des sessions mensuelles de formation professionnelle pour les enseignants-chercheurs ont été organisées, et des données ont été recueillies à partir des réflexions des enseignants et d'une enquête auprès des élèves. Les résultats ont indiqué que lesenseignants disposaient plus de temps en classe pour soutenir les élèves en matière d’enrichissement, laremédiation, le travail en petits groupes et d'apprentissage actif. Les élèves ont rapporté que les activités de vidéos de préapprentissage leur avaient été bénéfiques et avaient complété les activitésd’apprentissage en classe. Cette étude sert à informer les enseignants et les écoles qui envisagent de mettre en œuvre l'apprentissage inversé pour aider les élèves à comprendre la connaissance du contenu et l'apprentissage de l'anglais, ainsi que les chercheurs qui étudient les modèles utilisant des séquences d'apprentissage inversé .  \nMots-clés : apprentissage inversé, apprentissage amélioré par la technologie, recherche basée sur la conception, TPACK  \nIntroduction  \nF","cbCaikaRSiS52SKQ","https://ap.wps.com/l/cbCaikaRSiS52SKQ","pdf",390008,"English","# Abstract\n# Introduction\n## Flipped learning definition and approach\n## Evidence for learning and English language gains","[{\"question\":\"How was the flipped learning approach implemented in this study?\",\"answer\":\"Students completed out-of-class prelearning activities using audio-visual materials, then engaged in in-class group work and application activities. The prelearning videos included teacher-tailored language and embedded questions before classwork.\"},{\"question\":\"Which grades and subjects were involved?\",\"answer\":\"The study involved grades 6, 7, and 9. It focused on implementing technology-enhanced pedagogy in science, math, and social studies.\"},{\"question\":\"What framework guided the instructional design?\",\"answer\":\"The technology, pedagogy, and content knowledge (TPACK) framework informed the design of the flipped learning activities.\"}]","Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9 | PDF",1792086933]