Required Resources
Text
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Bridgepoint Education.
· Chapter 5: Dynamic Curriculum and Instruction in the 21st Century
Article
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). 1. https://doi.org/10.1108/10748120110424816
· Prensky discusses the difference between digital immigrants (those who acquired knowledge about technology) and digital natives (those who grew up with technology). This resource will support student completion of the discussions and assignment for this week. The full-text version of this article is available through the EBSCOhost database in the University of Arizona Global Campus Library.
Web Pages
Framework for 21st century learning (Links to an external site.) . (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
· This web page presents an all-inclusive view of 21st-century teaching and learning. It includes a focus on student outcomes and support systems that help students’ master skills they will need in the 21st century. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Read the standards (Links to an external site.) . (n.d.). Retrieved from http://www.corestandards.org/the-standards
· This web page provides information on how the standards communicate what is expected of students at each grade level. The focus of CCSS is on core conceptual understandings and procedures starting in the early grades, providing teachers a timeline needed to teach core concepts and allowing each student the time needed to master the concepts. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Website
Folio . (https://portfolium.com/welcome)
· This website provides a Folio resource. This resource will support student completion of the final project, as well as discussions and assignments throughout the course. Learn more about Folio, University of Arizona Global Campus' ePortfolio tool, by viewing the Folio Quick Start Guide (Links to an external site.) . Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)
Supplemental Material
Brame, C., (2013). Flipping the classroom (Links to an external site.) . Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
· This resource provides information related to the use of technology in the classroom as well as how the flipped classroom approach takes learning outside of the classroom for students to experience independently, moving homework help back into the classroom. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Recommended Resources
Text
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day . International Society for Technology in Education. Retrieved from http://proquest.libguides.com/ebrary
· Bergmann and Sams discuss how students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content. This resource will support student completion of the discussions and assignment for this week.
Articles
Gray, A. (2013). Week four, discussion 1: Data analysis practice scenario Download Week four, discussion 1: Data analysis practice scenario. Canvas@UAGC. https://login.uagc.edu
· This document was used to inform your Week 4 Discussion response for those that have completed EDU 671 when practicing data analysis and serves as a reminder to help inform your response to Discussion 2 in Week 3 of this course.
Nelson, M. E., (2012). Review of deconstructing digital natives (Links to an external site.) [Review of the book, Deconstructing digital natives: Young people, technology, and the new literacies by M. Thomas (Ed.)]. Language, Learning, & Technology, 16(3), 35-39. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44296/1/16_03_review1.pdf
· Nelson discusses the ideas behind Prensky (2001) and the flipped classroom. The review discusses the myth, perspectives and beyond digital natives examining the varied interpretations and significance of Prensky’s ideas. Nelson reports research that grounds and tests the digital natives/digital immigrants formulation. This resource will support student completion of the discussions and assignment for this week.
Web Page
Defining critical thinking (Links to an external site.) . (n.d.). Retrieved from http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm
· On this web page, critical thinking is defined with specific examples. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Required Resources
Text
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Bridgepoint Education.
· Chapter 5: Dynamic Curriculum and Instruction in the 21st Century
Article
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). 1. https://doi.org/10.1108/10748120110424816
· Prensky discusses the difference between digital immigrants (those who acquired knowledge about technology) and digital natives (those who grew up with technology). This resource will support student completion of the discussions and assignment for this week. The full-text version of this article is available through the EBSCOhost database in the University of Arizona Global Campus Library.
Web Pages
Framework for 21st century learning (Links to an external site.) . (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
· This web page presents an all-inclusive view of 21st-century teaching and learning. It includes a focus on student outcomes and support systems that help students’ master skills they will need in the 21st century. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Read the standards (Links to an external site.) . (n.d.). Retrieved from http://www.corestandards.org/the-standards
· This web page provides information on how the standards communicate what is expected of students at each grade level. The focus of CCSS is on core conceptual understandings and procedures starting in the early grades, providing teachers a timeline needed to teach core concepts and allowing each student the time needed to master the concepts. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Website
Folio . (https://portfolium.com/welcome)
· This website provides a Folio resource. This resource will support student completion of the final project, as well as discussions and assignments throughout the course. Learn more about Folio, University of Arizona Global Campus' ePortfolio tool, by viewing the Folio Quick Start Guide (Links to an external site.) . Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)
Supplemental Material
Brame, C., (2013). Flipping the classroom (Links to an external site.) . Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
· This resource provides information related to the use of technology in the classroom as well as how the flipped classroom approach takes learning outside of the classroom for students to experience independently, moving homework help back into the classroom. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.
Recommended Resources
Text
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day . International Society for Technology in Education. Retrieved from http://proquest.libguides.com/ebrary
· Bergmann and Sams discuss how students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content. This resource will support student completion of the discussions and assignment for this week.
Articles
Gray, A. (2013). Week four, discussion 1: Data analysis practice scenario Download Week four, discussion 1: Data analysis practice scenario. Canvas@UAGC. https://login.uagc.edu
· This document was used to inform your Week 4 Discussion response for those that have completed EDU 671 when practicing data analysis and serves as a reminder to help inform your response to Discussion 2 in Week 3 of this course.
Nelson, M. E., (2012). Review of deconstructing digital natives (Links to an external site.) [Review of the book, Deconstructing digital natives: Young people, technology, and the new literacies by M. Thomas (Ed.)]. Language, Learning, & Technology, 16(3), 35-39. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44296/1/16_03_review1.pdf
· Nelson discusses the ideas behind Prensky (2001) and the flipped classroom. The review discusses the myth, perspectives and beyond digital natives examining the varied interpretations and significance of Prensky’s ideas. Nelson reports research that grounds and tests the digital natives/digital immigrants formulation. This resource will support student completion of the discussions and assignment for this week.
Web Page
Defining critical thinking (Links to an external site.) . (n.d.). Retrieved from http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm
· On this web page, critical thinking is defined with specific examples. This resource will support student completion of the discussions and assignment for this week. Accessibility Statement does not exist. Privacy Policy does not exist.