A persistent challenge in music teacher education is the limited time allotted to instrumental pedagogy. Undergraduates often feel underprepared to teach the vast array of instruments required for public school instruction, and percussion pedagogy is frequently the most daunting due to its diversity of instruments and techniques. To address this, this research explores a curricular framework combining the Flipped Classroom model (Bergmann & Sams, 2012) with the Technological Pedagogical and Content Knowledge (TPACK) framework.

In this multiple case study involving 15 music education majors, the Flipped Classroom model was utilized to move foundational instruction, such as method book readings and video tutorials, outside of the classroom. This shifted the focus of in-person sessions toward high-impact, hands-on percussion instruction and peer teaching. Central to the study was the "TPACK Video Assignment" series, where students recorded themselves teaching specific percussion concepts (e.g., stick grip, buzz rolls, and note reading on pitched percussion) while integrating digital tools.

Findings suggested that this model significantly enhances technological musicianship. Participants reported that recording instructional videos forced them to refine their own percussion techniques and pedagogical delivery. Furthermore, the flipped model allowed for more intensive laboratory time, addressing the lack-of-time deficit inherent in semester-long courses. By utilizing percussion as the primary vehicle for tech integration, students developed the adaptability needed for 21st-century classrooms. This session will provide percussion educators with a systematic model to maximize contact time and ensure future band directors are both technically proficient and technologically capable.