RUNNING HEAD: Online K12 Technology Methods Course for Teacher Education

Online K12 Technology Methods Course for Teacher Education Dawnette Brenner

April 14, 2012

California State University, East Bay

Chapter 1 - Introduction

This project spawned from the vision in my overlapping experience in five distinct roles:

seven years in the traditional face-to-face classroom, a Bachelor's of Science graduate in

Information Technology, 10 years of experience in best practices in technology integration, the

pursuit of a Master's in Education for online teaching and learning and my role as a virtual K12

educator. It was also born of the convergence of needs: providing K12 students more

opportunities to connect with, and learn 21st Century skills in and through technology, and the

education of preservice teachers in best online teaching practices.

This Online K12 Technology Methods Course addresses these urgent needs by

introducing preservice teachers to research proven methods in best practices in online learning

for 21st Century learning and innovation skills to enhance the educational, life and career skills

for their students. An initial review of the literature revealed very few examples of formal K12

technology methods programs delivered in an online teaching and learning environment.

Therefore, research for this project involved an extensive compilation and alignment of proven

best practices in course design for specific learning outcomes in online learning. Additionally, I

reviewed the effectiveness of incorporating higher order thinking skills, constructivist principles,

and student collaboration. Finally, I investigated the importance of universal design for content

accessibility, effective student assessment, and meaningful course evaluation.

Defining the Needs, Identifying Obstacles

In 2010, Contemporary Issues in Technology and Teacher Education released research

by DeGenarro grounded in theory on immersing preservice teacher programs and deemed to be

the first publication on preservice teaching programs with relevant technology methods data.

Additionally, in 2009, the Journal of Research on Technology in Education compiled research by

Hernandez-Ramos, P. & De La Paz, S. on learning experience of middle-schoolers via integrated

technology similar to my project, which provides profound evidence and supports students use of

various online sources and technologies to construct content meaning, important, and relevant to

my course. Last the National Technology Plan 2010 released by the U. S. Department of

Education calling for immediate reformation of the nation's education to incorporate emerging

technologies in teacher pedagogy.

The State Educational Technology Directors Association (SETDA), the International

Society for Technology in Education (ISTE), and the Partnership for 21st Century Skills are

leadership organizations that formed a coalition to address innovation, creativity, and to embrace

the technological advances the digital world offers. They responded to the call for reformation

and proclaim our nation must prepare our students with a quality top notch 21st style education,

positioning them to compete globally and prepared to enter the workforce after high school. The

coalition represents dozens of leading U.S. Companies, organizations, educational technology

directors nationwide that speak with one voice to leverage technology to improve student-

learning outcomes.

The vision of learning is embraced by this unified front and focuses on teaching students to become critical thinkers, problem solvers and innovators; effective communicators and collaborators; and self-directed learners. This vision responds to the demand for citizens who are globally aware, civically engaged, and capable of managing their lives and careers, and for young people who are economically and financially literate and fluent in information, media and technology skills. Employers, educators and the public strongly believe that students need to be proficient in 21st century skills like these to succeed in a world that is constantly in flux. (Vockley, 2007)

Currently not all schools meet such demands and two obstacles are blocking growth; first

how teachers use the technology, second how effective technology is on student learning

outcomes. This project is a call to action to integrate technology as a fundamental building block

into education in three broad areas: Use technology comprehensively to develop proficiency in

21st century skills; to support innovative teaching and learning; to create robust education

support systems. This project is one in which we must rally and substantiates the need for my

course. Additionally, 88% of voters polled support incorporation of 21st century skills in U.S.

Education, to remain competitive in the global market (Vockley, 2007); however, many

preservice programs are not ready to tackle the task.

For the purpose of this project technology and technology tools are: online flash cards,

discussion boards, online assessments & quizzes, online courses, multimedia (audio/video),

interactive web content, iPads, Smartboards, WebEx, Blackboard Elluminate Interaction,

iPhones/iPods, wikis, blogs, and online journaling. Additionally hand-held devices such as cell

phones, ipads, and Teacher Mates used in innovative ways to enhance K-12 learning for both

face-to-face and virtual classrooms. For clarification purposes, preservice teachers are the

learners in my course and students are their classroom students.

Chapter 2-Literature Review

To design the most effective Online K12 Technology Methods course, I studied research

from several relevant areas. I analyzed the effectiveness of technology integration on student

learning outcomes. Additionally, I reviewed the appropriateness of incorporating higher order

thinking skills, constructivist principles, and student collaboration into my course. Finally, I

investigated the importance of universal design and content accessibility, effective student

assessment, and meaningful course evaluation.

Effective Technology Integration, Constructivist Model

As preservice teachers graduate from any teacher credential program, they should enter

the classroom equipped to use the most relevant technology in his or her area of instruction. The

effectiveness of their technology integration is achieved when their students become motivated,

engaged, and where active learning is evident through interactions with these technologies

(DeGennaro, 2010).

Preservice teachers integration of technology in core subject areas will build upon the

students content knowledge through links to various articles, videos, slideshows or teacher

created lectures with audio and video embedded. This platform will provide a venue for students

to read and digest new information learned. Clark (2008) claims that through this process,

students will also develop critical thinking and problem-solving skills as they respond to this

knowledge via various venues, such as discussion threads, direct teacher posed questions,

creative reproduction of his or her understanding of newly acquired content and collaborative

work with peers. Additionally, students recreation of their understanding of the content provides

a greater sense of autonomy, bolstering their confidence and independence, through self-guided

direction. The same project in the traditional face-to-face classrooms could inhibit student

participation as fear of judgment and intimidation may exist. Students who participate online,

experience various perspectives from individuals in other regions – sometimes internationally,

bringing diverse cultures, and varying perspectives.

DeGennaro (2010) warns separating the need for teachers to teach with technology from

their teacher education methodology courses, translates into the idea that technology instruction

is minimally important at the best and unimportant at the worst. Teachers need to understand

technology is a context for learning, thinking, and a differentiated platform for how students

learn today. The Online K12 Technology Methods Course will provide such a platform and

preservice teachers will learn through technology and use this same context of their learning to

teach their students by; creating the lessons, assessments, and tools to use in their classrooms.

Williams (2008) reports on one teacher’s ability to integrate a web-based environment

effectively over a period of time into his teaching curriculum. Through an inquiry-based model,

a fifth grade teacher effectively integrated science via a web-based platform using WISE, a

Worldwide Integration Simulation Environment and enhanced the effectiveness of the delivery of

his lessons and students’ engagement, within three years. The inquiry process helped him

improve his technology use and improve student performance in the two years following initial

implementation. Students were dialoguing about investigations and reflecting enhancing their

scientific thinking and learning to meet their individual needs. This is another aspect of my

course, preservice teachers will enhance their thinking through dialogue with classmates, reflect

on their thoughts, and through applied learning meet the needs of their students as they use this

approach in their classroom pedagogy.

Collaboration and Social Engagement

Current research (Khalsa, 2009) defines four key components of learning: active

engagement, participation in groups, frequent interaction, feedback, and connection to real-world

experts. Online teaching and learning technologies have proven effective in nurturing these

components. For example, according to Saskatoon Public Schools

(http://olc.spsd.sk.ca/DE/pd/instr/index.html) active personal engagement in independent

learning can improve with audio visual inputs that use intermittent practice exercises (Clark,

2008), such as interactive multimedia presentations, followed by student discussion boards

and questions. Students' enhance social learning skills through group discussion, such as

Moodle, Blackboard, or discussion forums; where students interact, exchange thoughts, and

ideas relevant to instructor posed questions. Students' facilitate collaborative work, through use

of online applications, such as Google documents, EduBlogs, WordPress or other blogs and

journals. Exposure to real-world experts via the Internet is remarkably convenient, where

chatrooms, videos, articles, and wikipedia are available with the click of the mouse or touch of

the finger. These components of learning prepare students to become independent, competent

creative thinkers able to solve problems using analytical skills and effective communication. The

chart below (21st Century Learning) emphasizes life and career skills, learning, and innovation

gained through best practices described herein:

These learning practices will improve students' career skills, learning, and innovation and

through my course; students will have extensive experience in such learning practices.

Constructivist learning principals characterized by individual student learning combined

with collaboration and reflection, deepen development of higher order thinking skills. Students

analyzing, synthesizing, and evaluating is the goal of the constructivist learning model. Ruey

(2010) concluded constructivist instructional strategies improved student learning outcomes.

Furthermore, Ubell (2009) noted the growth of online learning had increased instruction in

effective constructivist learning models, and it is reasonable to conclude constructivist principals

be incorporated in this Online K12 Technology Methods Course.

Improvements in the use of technology can also aid improvements in planning, monitoring,

and the productivity of preservice teachers, supporting student learning outcomes. Some

preservice programs still do not adequately prepare preservice teachers to use technology in their

classrooms. As a graduate of the Teacher Education Program at California State University, East

bay, and after interviews with my teaching cohort, the consensus that we were not adequately

prepared in our teacher technology methodology course on how to use technology to deliver

instruction, was unanimously a “yes.”

Universal Design and Accessibility

Course design and curriculum content affects online learners accessibility. Universal

design in course design, cited as best practices and necessary for accessibility. Effective

universal designs enable maximum use without assistive technologies and improve

compatibility with assistive technologies (Crow, 2008). Elias (2010) recommended simple

designs to increase ease of use and identified eight principals for online learning: equitable

use, flexible use, simple, and intuitive use, perceptible information, tolerance for user error,

technical, and physical effort, learner community, and support, and instructional climate. These

principles I've included into the Online K12 Technology Methods Course to improve

accessibility for all online learners.

Best practices in designing an accessible online course also revealed the importance in

the backward design approach, which accommodates learners needs and targets a deeper level

of understanding. Childre, Sands, and Pope (2009) emphasized that instruction grounded in

curriculum standards imperative for students to develop an understanding of key concepts. They

also concluded that to accomplish this mission they described a backward design approach where

essential questions engage learners. Therefore, the design of this Preservice Teacher Methods

Course is standards driven not only to ensure relevancy and encourage deep understanding but

also to improve accessibility and keep learners engaged.

Student Learning Outcomes and Assessment

Dissecting several examples of preservice programs in practice, (DiPietro, M., Perdig, R.,

Black, E., & Preston, M., 2008) Michigan provides an initial conceptual framework for the

Online K12 Technology Methods Course. A few of the major learning areas that the course

includes are understanding best practices of online learning, student learning outcomes and

assessment, creation of, and use of video tutorials, interactive, and virtual lessons,

blogging/discussion boards, and community, and collaborative teamwork.

Gayton and McEwen (2007) suggest, including assessments for course objectives in

course design such as, discussion board entries, examinations, quizzes, self-tests, peer

assessments, and weekly reflections. The nature of online learning and execution of student

work limits informal assessments and therefore must incorporate varied levels of assessments

(Clark, 2008). Equally important is teacher motivation and positive comments through feedback

and discussion board posts. This research indicates including differentiated assessments and

instructor feedback in the course design.

Evaluation of the effectiveness of any online course should include an evaluation system

to improve the delivery and content and ensure relevancy of the course. Rubrics as discussed by

Chico (2009), in the project Capstone course at California State University, East Bay's Online

Teacher Learning Graduate program, offer students upfront guidelines in online course

evaluation. Best practices in course design implement evaluation to determine the effectiveness

of student learning outcomes. The Online K12 Technology Methods Course will provide ongoing

evaluation, rubrics to improve the course and maintain relevance, especially given the nature of

emerging technologies to change constantly over time.

The review of the literature highlights the key areas in course design as defined by

best practices: the need of this course, pedagogy, course content, accessibility, student

assessment, and course evaluation. Pertaining to the design of my course, the research showed

online learning methods as effective pedagogy for student learning outcomes and improved

student achievement. Additionally, indications that constructivists principals such as, critical

thinking, problem-solving, and collaboration with students with ongoing teacher involvement are

important in course design. Furthermore, the importance in building a course designed for easy

access by all is imperative and the findings support use of universal design throughout the Online

K12 Technology Methods Course. The research also revealed support for a variety of

assessments embedded in and throughout the course, which include a variety of devices designed

for individualized feedback. Finally, best practices in course design include venues for

improvement and evaluating course effectiveness through ongoing methods should be part of the

Online K12 Technology Methods Course. I have included best practices revealed in the review of

literature in the design of my course.

Course Design

Chapter 3 - Design Structure, Strategies, and Influence

I designed my course using the best practices in online teacher learning according to the

literature, course instruction in my graduate program at California State University, and my

experience as a virtual educator delivering content through virtual classrooms. My experience

has opened doors of discovery in the virtual world and shown the importance of eliminating

barriers in online learning and the need for universal design.

According to the literature, universal design is important for ease of navigation and

simplicity in design for easy access by all. I designed my course with plain language, titles, and

chunks of white space for ease of readability. I designed the landing “home” page with simple

instructions, including an instructional video with an accompanied text script for easy access and

to make the course more intuitive for preservice teachers in their navigation of the course. This

course design recommended by Elias (2010) supports preservice teachers' focus on the

instructional climate of the course, rather than tackle course navigation. In my experience as a

first time online student, I remember questioning where to begin. The best practices in online

course delivery has come a long way since 2002, when I took my first online course with

University of Phoenix. In my experience as a virtual teacher, providing a complete explanation

of the tools in the Blackboard Elluminate classroom, highlighted the importance to “show”

preservice teachers how to navigate the course. I included a video to navigate my course, and a

text transcript for accessibility by all. This is especially important for preservice teachers with no

previous exposure to an online course.

My course introduces students to articles and multimedia in lessons to help them

construct their own understanding by delivering student outcomes as they understand the

content. This online course was also designed to provide the resources and skills for preservice

teachers to implement 21st century technology-based instruction effectively in an educational

setting, whether it be virtual or face to face. The major goals of this course are for preservice

teachers to develop a deep understanding of, and competency in the practice of technology use as

well as the moral fortitude to become experienced teachers in online learning. More specific

learning outcomes will include: introduction to best practices in K-12 online teaching and

assessing, knowledge to employ constructivist learning approach, introduction to varied

instructional approaches and ideas, using emerging technologies to create a dynamic social

learning environment; best methodologies to incorporate new technology into pedagogy and

create a virtual experience through use of virtual field trips.

I want to clarify that online teaching and learning is the methodology, in which some

competence must be attained for learner success, and professional training in K12 technology-

based lessons and education is the course content. According to DiPietro, et al. (2008) the skills

needed for teaching in an online learning environment support a teacher’s function as a point of

intersection for pedagogy, technology, and content; a major shift for many teachers as there is no

standard for preparing in-service or pre-service teachers for the unique demands of teaching in an

online environment. According to, the National Technology Education Plan 2010, Duncan

(2010) reports we must, “Provide preservice and in-service educators with professional learning

experiences powered by technology to increase their digital literacy and enable them to create

compelling assignments for students that improve learning, assessment and instructional

practices...Technology also should be an integral component of teaching methods courses, and

field experiences rather than treated as a discrete skill distinct from pedagogical application.” I

designed this course to provide preservice teachers learning experiences using emerging

technologies and is a new way of approaching online teacher certification.

This is a 10-week undergraduate class worth three credits. The course will be

asynchronous and facilitated virtually. Students will engage in a variety of disciplinary tasks,

both autonomously, and as a group. Group discussion participation is a routine requirement and

occasionally done synchronously.

I designed this course with best practices of online learning, introduced to me by

professors at California State University, East Bay, the literature and many field experts.

Whereas it would be impossible to mention all of the intellectual contributors to this outcome, I

want to describe some of the most critical influences to the structure and strategies employed.

Methods Chosen to Achieve Student Learning Outcomes:

To ensure students achieve their learning outcomes, instructional practices rooted in

constructivism and collaborative learning were included using the best available technologies.

Hernandez-Ramos and De La Paz (2009) wrote: A core assumption of constructivist theory is

that learners actively construct knowledge through activity, and the goal of the learning

experiences designed by teachers is to promote a deep understanding rather than superficial (and

short-lived) memorization... A distinct benefit of contemporary technologies such as, websites,

digital video, interactive programs, and hypermedia software is that they are uniquely capable of

supporting rich, complex, and nonlinear representations of knowledge and understanding. The

goal of this program is to offer instructional strategies to encourage higher level, meaningful

learning. Students will use various online sources and best available emerging technologies to

construct content meaning.

Bloom’s taxonomy consists of a hierarchy of learning with evaluation and creation at the

top of the pyramid. Multimedia learning provides new challenges and opportunities for online

learners. Duncan (2010) wrote: “In addition to critical thinking, problem-solving, and the

collaborative learning skills emphasized in instruction today, technological changes and

developments have also posed new requirements for learning skills needed in the 21st century.

Among others, these skills include the ability to handle and process information from multiple

sources within and across different media.” The Online K12 Technology Methods Course will

work to give students practice not only with the higher order thinking skills but also with

processing information across various media.

Learning theories considered in the design of instruction described as best practices are

self-directed learning based on the student-centered approach constructivist state are the result of

technological advancements. Cooze (2007) wrote that instructional developers need to focus

more upon the development of environments that facilitate student-centered guided learning; a

shift from learning from and with the Internet to learning through the Internet.

In constructivist environments…learners are actively engaged in interpreting the external world and reflecting on their interpretations. This in not “active” in the sense that learners actively listen and then mirror the one correct view of reality, but rather “active” in the sense that learners must participate and interact with the surrounding environment in order to create their own view of the subject. (Cooze, 2007, p. 13)

Students will use various resources and class discussions to guide their learning, while

constructing multimedia presentations, virtual field trips, assessments and tutorials for their

students, throughout the course.

Much of the work in this course will be collaborative. In collaborative projects, “students

become active, rather than just passive, learners” (Pollacia & McCallister, 2009, p. 159).

Students will use discussion boards, wikis, and project management sites to act out real life

scenarios, solve problems, and create innovative projects. Students will navigate group roles,

communicate, and compromise through their collaborative experiences. Implemented within the

instructional units are multiple media formats for the student deliverables.

I focused on design strategies for universal access by all and as outlined by W3C

(http://www.w3.org), which conforms to federal Section 508 Accessibility Standards for current

and emerging technologies to adhere to and incorporated throughout this course.

Some of the features of this course that provide improved accessibility include: Audio

and text script with accompanying audio/video features; clean, contrasting fonts for text and

captions; “alt” identification tags for images. A simple, consistent user interface for easy

navigation, and an instructional video to guide preservice teachers in exploring the course are

intentionally included for accessibility.

Course Evaluation and Assessment

Traditionally, teachers have informally and formally collected data to assess student-

learning outcomes. In an e-learning environment, assessments are difficult to employ; evaluation

of student performance is, according to a rubric to help students understand expectations and to

ensure deliverable meets the learning objectives. The nature of online learning and execution of

student work limits informal assessments and therefore must incorporate varied levels of

assessments (Clark, 2008).

Ongoing

Ongoing assessment is an essential part of this program. The Online K12 Technology

Methods Course will employ a variety of online student surveys to collect feedback for the

ongoing improvement of instructional delivery, and to help students meet standards and learning

objectives of each course in the program.

Faculty hired will undergo a simple evaluation prior to hiring and will receive

feedback based on student surveys and ongoing course evaluations administered throughout the

program. Student surveys used allow for future improvements to the course designs.

Additionally, assessment of faculty in their ability to carry out effective pedagogy and meeting

course requirements is essential.

Student Assessment

Students assessments based on standards of higher education work and the specific

learning outcomes listed in each course syllabus were included. Well defined, measured rubrics

are used in most cases, to identify as clearly as possible the criteria attained, and that needing

improvement. This will provide supportive feedback for the student so he or she can focus

effectively his or her efforts to inform students of desired outcomes and performance

expectations in advance, to support his or her self-regulation and motivation (Clark, 2008).

Demonstration of achievement of the SLO’s as observed through assessments and

measured through a variety of course participation requirements, depending on the course

content and instructor are planned. These may include: contributions to discussion boards, blogs,

and other collaborative forums as well as individual and group projects submitted in a variety of

media formats.

A broad range of specific Learning Outcomes are included, depending on course objectives.

These may fall into many categories including,

• Presentation skills (basic grammar, spelling, composition, depth of cognition, etc.)• Teaching Strategies and Methods Demonstrated• Effective use of technology in the OTL virtual classroom environment• Incorporation of technology into K-12 lesson plans• Research Skills (Selection, Analysis, and Synthesis of information)• Creativity & Problem-Solving Skills

Course Evaluation

A Standards Review Committee will meet at the end of each semester and annually to

review evaluations and student products, to determine the impact courses have made on meeting

student objectives and to evaluate The Online K12 Technology Methods Course. Changes

implemented in the course designs evaluation are planned prior to the next course delivery

session. Expert evaluations of course content will include measures of quality standards of higher

education accreditation agencies, such as the Western Association of Schools and Colleges

(WASC).

Usability Test Plan

Chapter 4 – Usability & Future Direction

User Testing

Testing was done by student cohorts in the Master's of Science in Education - Online

Teaching and Learning (MSED-OTL) program of California State University, East Bay. In

addition to user testing for online teaching and learning best practices, the course was evaluated

by three subject matter experts in Education. One an administrator proficient in emerging

technologies, one a teacher skilled in using emerging technologies, and a leader in bridging

technology and learning from the coalition on 21st Century Learning.

Future Direction

The last five years has shown an explosive growth in emerging technologies around the

world and the a review of the research and literature shows a need for preservice teacher

methodology courses within Teacher Education programs. One such Teacher Education program

exists at California State University, East Bay. There is strong potential in providing The

Improved Preservice Technology Methodology Course, in lieu of the existing Computer Course.

I plan to approach the department about a preliminary pilot test of my course; providing

preservice students in the program, an opportunity to become part of a deeper and ongoing

research project. Although various programs have attempted to improve technology-based

environments in a variety of other ways, there are limited number of technology-based

methodology courses and this course would promote the creation of a dynamic ongoing

methodologies course in technology, without normal time, and space constraints. I am hoping the

research and my course; both prove useful and in high demand.

The higher education academic world is conservative and from my own experience is

often reluctant to spend significant sums on changes during tough economic hardships, which are

currently an issue in most higher education institutions, especially in California. However,

faculty that improve the delivery of education and incorporate emerging technologies are

increasingly important to the success of all higher education institutions, especially in their

online programs. Existing and ready to go courses and curriculum content, provide a low-cost

way to connect and motivate preservice teachers to improve their teaching skills. It may take a

few years but I believe technology-based methodology courses in K12 preservice education and

higher education will increase over the next five years as program administrators and

stakeholders recognize their advantages.

Conclusion

In supporting the vision of learning model mentioned by Vockley (2007), and the

coalition formed by the Partnership for 21st Century Skills, echoed by the U.S. Department of

Education in Duncan's reports, we must prepare our students to compete in the global economy,

and this starts by improving student learning outcomes through emerging technologies. This

course will fulfill the requirements of the formed coalition, The Technology Plan 2010, NCATE,

and CSTP to address innovation of emerging technologies in education for any teacher

preparation program.

In conclusion, the literature supports the need for preservice teachers to incorporate

technology in the delivery of subject matter. According to Duncan (2010), of the 32 million

adults in California nearly half lack basic computer skills to keep up with today’s technological

workplace. While California continues to be the national leader in fields of advanced technology,

telecommunications, robotics, geographic information systems and bioscience, our traditional

classroom educators lack expertise in the area of technology. We must strengthen the

technological instruction in public schools or our students may not have adequate skills to

compete globally. It is imperative to expose our students to current technology in the classroom.

This Online K12 Technology Methods course could prove a vital part of the California State

University, East Bay Teacher Education program.

References

Caffarella, E., Ferguson-Pabst, D., & Persichitte, K. (2008) A continuing journey

toward technology infusion within teacher preparation. TechTrends, 47(2), 12-

14.

Childre, A., Sands, J., & Pope, S. (2009). Backward design: Targeting depth of understanding

for all learners. Teaching Exceptional Children, 41(5), 6-14. Retrieved from:

http://web.ebscohost.com.proxylib.csueastbay.edu/ehost/pdfviewer/pdfviewer?

sid=cbb4ba68-24b0-46d4-97d1-60f637870e80%40sessionmgr111&vid=2&hid=127

Clark, R. E., & Salomon, G. (2007). Why should we expect media to teach anyone

anything? In R. E. Clark (Ed.), Learning from media: Arguments, analysis, and

evidence (pp. 37-70). Greenwich, CT: Information Age Publishing.

Clark, R.C. (2008). Building expertise: cognitive methods for training and performance

improvement. San Francisco: John Wiley & Sons, Inc.

Cooze, M. (2007). Learning Styles: A Focus Upon E-learning Practices and Their Implications

for Instructional Design. Journal of Applied Educational Technology, 4(1), 7-13.

Crow, K. L. (2008). Four types of disabilities: Their impact on online learning. TechTrends:

Linking Research and Practice to Improve Learning, 52(1), 51-55. Retrieved from:

http://www.springerlink.com.proxylib.csueastbay.edu/content/c51636k7j45k3214/fulltext.

pdf .

CSTP, (1998). California Standards for the Teaching Profession, retrieved August 2011,

http://www.btsa.ca.gov/ba/pubs/pdf/cstpreport.pdf.

CSUEB, The Strategic Planning Steering Committee. (2004). Mission, Vision Values.

Retrived from http://www20.csueastbay.edu.

Cuban, L. (2007). Oversold & underused: Computers in the classroom. Cambridge, MA:

Harvard University Press.

DeGennaro, D. (2010). Grounded in theory: Immersing pre-service teachers in technology-mediated

learning. Contemporary Issues in Technology and Teacher Education, 10(3), 338-359.

DiBlasi, H. (Producer). (2009). Did you know 5. [Video]. Retrieved from:

http://www.youtube.com/watch?v=IZegg_iVFDM

DiPietro, M., Perdig, R., Black, E., & Preston, M. (2008) Best Practices in teaching K-12

online- lessons learned from Michigan virtual teachers. Journal of Interactive

Online Learning, 7(1), 10-35.

Duncan, A. (2010) The National Technology Plan 2010. U.S. Department of Education.

Editors. (2010). Mobile learning makes its mark on k-12. Education Week, 29(26).

Elias, T. (2010). Universal instructional design principles for Moodle. International Review of

Research in Open and Distance Learning, 11(2), 110-124. Retrieved from:

http://www.irrodl.org/index.php/irrodl/article/view/869 .

Evans, B.P., & Gunter, G.A. (2004) A Catalyst for Change: Influencing Pre-service Teachers.

Field-Tested Learning Assessment Guide (FLAG) for Science, Math, Engineering, and

Technology Instructors http://www.flaguide.org/

Fisher, E. and Wright, V. (2010). Improving online course design through usability testing.

Merlot Journal of Online Learning and Teaching, 6(1).

Garner, H. (2008). How Education Changes? Retrieved March 1, 2009, from

http://bb.csueastbay.edu/webapps/portal/frameset.jsptab=courses&url=/bin/com mon/cour

se.pl ? course_id=_152551_1&frame=top .

Gayton, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.

The American Journal of Distance Education, 21(3), 117-132. Retrieved from:

http://edtech.boisestate.edu/elearn/assessment.pdf .

Goldmann, H. (2008) Preparing Teachers for Digital Age Learners. Learning & Leading

with Technology; Mar/Apr2008, Vol. 35 Issue 6, p10-10, 1p.

Guptill, A. (2009). Weekly Lecture. Who are Online Students and How Do They Learn? January

18, 2009 from Week Two Lecture.

Hernandez-Ramos, P. & De La Paz, S. (2009). Learning history in middle school by

designing multimedia in a project-based learning experience. Journal of Research

on Technology in Education, 42(2).

Hughes, J. A., (2008). Supporting the Online Learner. In T. Anderson (Ed.), The Theory and

Practice of Online Learning (pp. 367-384). Edmonton: Athabasca University.

ISTE, (2011). The International Society for Technology in Education Retrieved 8/11/11 from:

http://www.iste.org/standards/nets-for-teachers.aspx

Khalsa D. (2009). Teaching Strategies. Retrieved February 25, 2009, from

http://bb.csueastbay.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/com

mon/course.pl?course_id=_152551_1&frame=top.

Keren-Kolb, E., & Fishman, B. (2006). Using drawings and interviews to

diagram entering pre-service teachers' preconceived beliefs about

technology integration, University of Michigan, 610 E. University, Ann Arbor, MI 48109,

elikeren@umich.edu .fishman@umich.edu .

Malamad, C. (2009). Chunking Information. The e-Learning Coach. Retrieved from:

http://theelearningcoach.com/elearning_design/chunking-information/

Miller-Cochran, S. and Rodrigo, R. (2006). Determining effective distance learning designs

through usability testing. Retrieved from:

http://edit752.pbworks.com/f/Miller_Usability.pdf.

O’Shea, P., Baker, P., Allen, D., Curry-Cocoran, D., & Allen (2007). New Levels of Student

Participatory Learning: A WikiText for the Introductory Course in Education. Journal of

Interactive Learning, 6(30).

Pollacia, L., & McCallister, T. (2009). Using web 2.0 technologies to meet quality matters (QM)

requirements. Journal of Information Systems Education, 20(2).

Robinson, K. (2006) Do schools kill creativity? TED Conference. Transcript retrieved from

http://www.ted.com/index.php/talks/view/id/66.

Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning.

British Journal of Educational Technology, 41(5), 706-720. Retrieved from:

http://onlinelibrary.wiley.com.proxylib.csueastbay.edu/doi/10.1111/j.1467-

8535.2009.00965.x/pdf

Saskatoon Public Schools. (n.d.). Instructional strategies online. Retrieved from:

http://olc.spsd.sk.ca/DE/pd/instr/index.html .

Sendag, S., & Odabasi, H. F. (2009). Effects of an online problem based learning course on

content knowledge acquisition and critical thinking skills. Computers & Education,

53(1), 132-141. Retrieved from: http://tiny.cc/ytsxk

Solution Matrix. (2009). Example cases and business case issues. Retrieved February 1,

2009, from: http://www.solutionmatrix.com/business-case-studies.html .

State Educational Technology Directors Association, (2010). Education, Technology Leaders

Press Policymakers to Reinvigorate Federal Role in Ed Tech Policy: Washington Summit

Stimulates Dialogue on Role of Technology in Schools

Ubell, R. (2009). Dewey goes online: Virtual teaming on campus. Educause Quarterly, 32(4).

Retrieved from:

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolu

m/DeweyGoesOnlineVirtualTeamingo/193022 .

Vockley, M. (2007). Beyond the Three Rs Voter Attitudes toward 21st Century Skills, retrieved

April 2, 2012 from http://www.21stcenturyskills.org.

W3C. (n.d.). Web content accessibility guidelines 1.0. Retrieved from: http://www.w3.org.

Williams, M. (2008) Moving technology to the center of instruction: how one experienced

teacher incorporates a web-based environment over time. Journal of Science Technology

17:316–333.