Elizabeth Brown

Part 1

Resources

Elizabeth Brown
Part 2

Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet
course. Educational Technology Research & Development, 61(4). 563-580.
Forsey, M., Low, M., Glance, D. (2013). Flipping the sociology classroom: Towards a
practice of online pedagogy. Journal of Sociology, 49(4). 471-485.
Herreid, C. h., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom.
Journal Of College Science Teaching, 42(5), 62-66.
Park, Y. J., Bonk, C. J., (2007). Synchronous learning experiences: Distance and
residential learners perspectives in a blended graduate course. Journal of
Interactive Online Learning, 6(3).
Strayer, J. J. (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environments Research, 15(2). 171193.

References

Elizabeth Brown
Part 3

Burdette, P. J., Greer, D. L., & Woods, K. L. (2013). K-12 Online Learning and Students
with Disabilities: Perspectives from State Special Education Directors. Journal Of
Asynchronous Learning Networks, 17(3), 65-72.

This article is about the use of online learning in K-12 with emphasis on special
education. It discusses how this new type of learning effects education
regulations and also how it effects undergraduates after high school.

Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between Online Learning
Readiness and Structure and Interaction of Online Learning
Students. Educational Sciences: Theory And Practice, 13(3), 1792-1797.

This article examined the relationship between students participation in an online

course and their readiness for online learning. It concluded that self-directed
learning and student control were important factors effecting readiness. The
study also determined that students in the online course benefitted more from
interaction with the content than interaction with their professor or other students
taking the course.

What Works Clearinghouse, (. (2014). WWC Review of the Report "Interactive

Learning Online at Public Universities: Evidence from a Six-Campus

Randomized Trial." What Works Clearinghouse Single Study Review. What

Works Clearinghouse,

This article is about a research study conducted in 2013 about the difference in
passing rates of classes that were partially online versus traditional classes. In
the study of 605 students across 6 different public universities, the pass rate was
statistically the same in the intervention and comparison groups.

Elizabeth Brown
Part 4

Information literacy is an important part of digital literacy. It includes being able to

find, evaluate, and use information. By being informationally literate, we are not only
able to better find research, but we are able to decide if it is quality information or not.
With the internet, we have access to nearly unlimited information. However, not all of
this information is true or reliable. Being informationally literate will help us decide if the
information on the internet or other sources come from a credible source. Finding
quality sources isnt enough. Once we find and evaluate the information, we have to
know how to use it. For some people, this can be the hardest part. Information literacy
gives us the skills we need to be able to effectively use information for class, a job, or in
everyday life.
Information is always changing. Luckily, we have constant access to the newest
research and data available through the internet. As a student in the 21 st Century, it is
essential that I understand how to access, evaluate, and use this information as I
formulate my own opinions about controversial topics. In just my first semester of
college, I was asked to write three research papers. All but one of the sources I used for
these papers were online. I had to know how to search for information relevant to my
topics and then decide whether or not the sources I found were credible. Through this, I
have learned of several helpful databases where I can look specifically for peer
reviewed articles. Peer reviewed means that other highly educated professionals have
looked over that information and agree that it is true. Once I had this quality information,
writing my papers was much easier. As a teacher, I will not be writing as many papers
as I have written in college. Instead, I will be writing lesson plans. With lesson plans, it is
still important that I find accurate information. When I am a teacher, the information I
share with my students will be assumed as fact. It is essential I learn information literacy
now, so that I may use the skills associated with it in my future career as a teacher.
While all of the ISTE standards for teachers are relevant to information literacy,
the first one stands out to me as being the most related. This standard is about
encouraging students to go beyond classroom instruction and learn more about what
you are teaching. Teaching students to be informationally literate allows them to go out
and find quality information about what you are teaching in class or even something
else that interests them. By going online and finding and evaluating that information
themselves, it is much more likely that it will stick in their mind than the material that you
lecture about. Researching beyond the classroom instruction can also reinforce the
material covered in class to really take learning to the next level.
When assigning students to do research, teachers are often faced with the issue
of students taking credit for someone elses work. Part of information literacy is knowing
how to use the information once you have evaluated it. Not only does this include
teaching students how to paraphrase correctly, but also how to cite and quote sources
to give credit where credit is due. In high school, plagiarism is an issue, but in college,
there are serious consequences. By teaching students to be informationally literate, it
can prevent them from accidentally or purposefully stealing credit for someone elses
work as they continue their education.

As technology continues to increase and information is more and more readily

available, the need for information literacy has greatly increased. Before most research
was done online, information had to be published in a book, journal, or magazine where
it was tediously edited and the credibility was checked by numerous editors and
publishers. Now, as we are learning with our Weebly project, anybody can put
information on the internet, even if it is completely fictional. Consequently, it is
tremendously important for people to be informationally literate. People need to know
how to evaluate the information that they find and decipher the truth from the fallacies.