KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 6760 21st Century Teaching & Learning
Department Educational Leadership
Degree Title (if applicable) Master of Education in Educational Leadership
Proposed Effective Date Fall, 2005
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Dr. Traci Redish
Faculty Member
3-22-05__
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
EDL 6760 21st Century Teaching and Learning
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites ___________________________________________
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 6760_______________________
Course Title _ 21st Century Teaching & Learning ___________
Credit Hours 3
Prerequisites Admission to M.Ed. program in Ed. Leadership or___
graduate Ed. Leadership certification program
Description (or Proposed Degree Requirements)
This course examines the role of educational leaders to identify, use, evaluate, and
promote appropriate technology to enhance and support curriculum, instruction and
assessment that lead to high levels of student achievement. It is designed to immerse
school leaders in a technology-rich environment and prepare them to facilitate an
instructional program that integrates 21st century skills and promotes relevant, authentic,
and meaningful tasks for students. Candidates will apply current research and
instructional design principles to the design, management, and evaluation of a 21st century
learning environment. This course also prepares candidates to facilitate high quality
professional learning at their school.
III.
Justification
The purpose of this course is to prepare educational leaders who can ensure that curricular
design, instructional strategies, and learning environments integrate appropriate technologies to
maximize teaching and learning. School leaders must learn to evaluate technologies in order to
determine their effectiveness in increasing student achievement. This course addresses essential
skills educational leaders need to evaluate the effectiveness of technology-enhanced instruction.
It also examines high quality professional learning and prepares school leaders to use national
standards when selecting and evaluating professional learning programs for school adoption.
EDL 6760 21st Century Teaching and Learning
2
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Roblyer, M. D. & Edwards, J. (2004). 2004 Update: Integrating educational technology into teaching (3rd
ed.) Columbus, OH: Prentice Hall.
Prerequisites:
Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership
certification program
Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Candidates will develop an understanding of what 21 st century skills are, why they are important, and
how they will contribute to the success of students as individuals striving to live, learn, and work in the
digital age. (NETS-A 1, 2), (ELCC 1,2,6)
Candidates will examine research in the cognitive sciences that demonstrate how learning increases
significantly when students are engaged in academic study through authentic, real-world experiences.
(NETS-A 2), (ELCC 2)
Candidates will embrace a powerful vision of education that includes 21st century skills necessary for
students to thrive in today’s digital age. (NETS-A 1, 2), (ELCC 1, 2)
Candidates will utilize the Mile Guide to assess their school’s progress in integrating 21 st century skills
within the teaching and learning process. (NETS-A 2, 5), (ELCC 2)
Candidates will develop strategies to facilitate movement toward a 21st century model school. (NETSA 1, 2, 5), (ELCC 1, 2)
Candidates will design a 21st century model classroom and describe how the physical arrangement and
the technology tools available in the room support curriculum, instruction, and assessment. (NETS-A
2), (ELCC 2)
Candidates will research best practices in integrating technology into the curriculum. (NETS-A 2),
(ELCC 2)
Candidates will develop an understanding of several teacher assessment instruments and how they may
be used to evaluate the effectiveness of technology-enhanced lessons, assess individual growth toward
established technology standards, and guide plans for professional learning. (NETS-A 2, 5), (ELCC 2)
Candidates will facilitate the use of current research and state content and technology standards to
build lessons and units of instruction that meet the needs of a diverse learning community. (NETS-A
2), (ELCC 2)
Candidates will research various 21st century instructional technology tools and make
recommendations for their implementation in their school/system. (NETS-A 2), (ELCC 2)
Candidates will explore critical issues and trends in the field of educational technology. (NETS-A 1-6),
(ELCC 1-6)
Candidates will examine various frameworks (LoTi, enGauge) that build on extensive bodies of
research that encourage the use of technology to support and enhance instructional methods that
develop higher-level thinking, decision-making and problem-solving skills. (NETS-A 2), (ELCC 2)
Candidates will develop an understanding of the National Staff Development Council (NSDC)
standards that guide the implementation of professional learning in schools. (NETS-A 2), (ELCC 2)
Candidates will design professional learning opportunities for all instructional staff that
institutionalizes the effective integration of technology for improved student learning. (NETS-A 2),
(ELCC 2)
EDL 6760 21st Century Teaching and Learning
3
Instructional Method
The instructional method will blend traditional face-to-face lecture, professional
readings and class discussions with hands-on experiences, online exercises,
discussion forums and collaborative activities.
Method of Evaluation
Candidates will be evaluated using the following criteria:
21st Century Assessment
Teacher Observation
21st Century Classroom Design
Professional Learning Session
Presentation – 21st Century Tool
Discussion Forums
10 points
10 points
20 points
25 points
15 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F








Excellent
All parts of the
assignments are
complete as defined
by the instructor.
Topics are fully
developed.
Knowledge of subject
matter is clear and
work is focused on
assigned topics.
Additional
information beyond
requirements is
included if
appropriate.
Work shows a clear
match between
theory and practice.
Work shows
evidence of critical
thinking.
Work contains few or
no errors in writing.
Citations and
references are used
correctly and
consistently.
The student’s work will exhibit the following:
Satisfactory
Needs Improvement
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
EDL 6760 21st Century Teaching and Learning
4
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
No additional funds are anticipated.
EDL 6760 21st Century Teaching and Learning
5
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 6760
21st Century T&L
3 credit class
Fall 2005
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
EDL 6760 21st Century Teaching and Learning
6
EDL 6760
21st Century Teaching and Learning
Department of Educational Leadership
Kennesaw State University
_________ Semester, 20__
Instructor:
Name:
Address:
Office Phone:
E-mail:
Class Sessions:
Day:
Location:
WebCT: Utilized in tandem with on-site attendance
Semester Hours:
3
Prerequisites:
Admission to M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
Texts (required):
Roblyer, M. D. & Edwards, J. (2004). 2004 Update: Integrating educational technology into teaching (3rd ed.) Columbus,
OH: Prentice Hall.
Readings:
Readings from various professional journals will be assigned over the course of study.
Referenced Journals and Instructional Resources:
Association for the Advancement of Computing in Education http://www.aace.org
Association for Supervision and Curriculum Development http://www.ascd.org/portal/site/ascd/index.jsp
Center for Applied Research in Educational Technology http://caret.iste.org
Contemporary Issues in Technology and Teacher Education http://www.citejournal.org
Educational Researcher http://www.aera.net/publications/?id=317
Edutopia http://glef.org
Georgia Learning Connections http://www.glc.k12.ga.us
International Society for Technology in Education http://www.iste.org
Journal of Educational Technology and Society http://www.ifets.info
Journal of Research on Technology in Education http://www.iste.org/jrte/37/2/index.cfm
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
EDL 6760 21st Century Teaching and Learning
7
Microsoft Education http://www.microsoft.com/education
Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills
http://www.21stcenturyskills.org/resources/mile_guide.asp
Partnership for 21st Century Skills http://www.21stcenturyskills.org
Regional Educational Laboratory Network http://www.relnetwork.org
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
Catalog Description:
This course examines the role of educational leaders to identify, use, evaluate, and promote appropriate technology
to enhance and support curriculum, instruction and assessment that lead to high levels of student achievement. It is
designed to immerse school leaders in a technology-rich environment and prepare them to facilitate an instructional
program that integrates 21st century skills and promotes relevant, authentic, and meaningful tasks for students.
Candidates will apply current research and instructional design principles to the design, management, and evaluation
of a 21st century learning environment. This course also prepares candidates to facilitate high quality professional
learning at their school.
Purpose/Rationale:
The purpose of this course is to prepare educational leaders who can ensure that curricular design, instructional strategies,
and learning environments integrate appropriate technologies to maximize teaching and learning. School leaders must learn
to evaluate technologies in order to determine their effectiveness in increasing student achievement. This course addresses
essential skills educational leaders need to evaluate the effectiveness of technology-enhanced instruction. It also examines
high quality professional learning and prepares school leaders to use national standards when selecting and evaluating
professional learning programs for school adoption.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication
and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore and use instructional
media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia
facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW
resources, and develop an electronic learning portfolio.
EDL 6760 21st Century Teaching and Learning
8
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As
you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what
evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which
includes descriptive, analytic, and reflective writing in which you reflect on each proficiency and how you make the
case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio
Narrative Rubric found in the Portfolio Handbook as a guide. The narrative should be comprehensive, documenting
research-based best practices.
Goals and Objectives:
This course is designed to meet the following objectives:
1.
2.
3.
4.
5.
Candidates will develop an understanding of what 21st century skills are, why they are important, and how
they will contribute to the success of students as individuals striving to live, learn, and work in the digital
age. (NETS-A 1, 2), (ELCC 1,2,6)
Candidates will examine research in the cognitive sciences that demonstrate how learning increases
significantly when students are engaged in academic study through authentic, real-world experiences.
(NETS-A 2), (ELCC 2)
Candidates will embrace a powerful vision of education that includes 21 st century skills necessary for
students to thrive in today’s digital age. (NETS-A 1, 2), (ELCC 1, 2)
Candidates will utilize the Mile Guide to assess their school’s progress in integrating 21 st century skills
within the teaching and learning process. (NETS-A 2, 5), (ELCC 2)
Candidates will develop strategies to facilitate movement toward a 21st century model school. (NETS-A 1,
2, 5), (ELCC 1, 2)
EDL 6760 21st Century Teaching and Learning
9
6.
7.
8.
9.
10.
11.
12.
13.
14.
Candidates will design a 21st century model classroom and describe how the physical arrangement and the
technology tools available in the room support curriculum, instruction, and assessment. (NETS-A 2),
(ELCC 2)
Candidates will research best practices in integrating technology into the curriculum. (NETS-A 2), (ELCC
2)
Candidates will develop an understanding of several teacher assessment instruments and how they may be
used to evaluate the effectiveness of technology-enhanced lessons, assess individual growth toward
established technology standards, and guide plans for professional learning. (NETS-A 2, 5), (ELCC 2)
Candidates will facilitate the use of current research and state content and technology standards to build
lessons and units of instruction that meet the needs of a diverse learning community. (NETS-A 2), (ELCC
2)
Candidates will research various 21st century instructional technology tools and make recommendations for
their implementation in their school/system. (NETS-A 2), (ELCC 2)
Candidates will explore critical issues and trends in the field of educational technology. (NETS-A 1-6),
(ELCC 1-6)
Candidates will examine various frameworks (LoTi, enGauge) that build on extensive bodies of research
that encourage the use of technology to support and enhance instructional methods that develop higherlevel thinking, decision-making and problem-solving skills. (NETS-A 2), (ELCC 2)
Candidates will develop an understanding of the National Staff Development Council (NSDC) standards
that guide the implementation of professional learning in schools. (NETS-A 2), (ELCC 2)
Candidates will design professional learning opportunities for all instructional staff that institutionalizes the
effective integration of technology for improved student learning. (NETS-A 2), (ELCC 2)
Course Requirements/Assignments:
1.
Candidates will utilize the Mile Guide to assess their school’s progress toward integrating 21 st century
skills into the teaching and learning process. Students will write a report analyzing the result of their
assessment and critically reflect on the barriers that prevent movement toward an ideal 21 st century
model school. Student reports should include strategies to remove the barriers and facilitate movement
toward 21st century teaching and learning characteristics described in the Mile Guide.
2.
Candidates will observe a teacher delivering a technology-enhanced lesson and critically evaluate how
well the technology contributed to student learning.
3.
Candidates will research best practices involving 21st century technology tools and design a 21st
Century Model Classroom. Students should include the following in their report/presentation:
a. Physical design of the classroom
b. Curriculum, instruction, and assessment strategies
c. 21st century technology tools
4.
Candidates will design a professional learning plan on any technology-related topic of their choice.
The plan must incorporate the National Staff Development Council (NSDC) standards and be
delivered to the faculty and/or staff in their school.
5.
Candidates will research various 21st century educational technology tools and select one tool to
present to the class. This tool should have a strong research base supporting its effectiveness in
improving student achievement.
6.
Candidates will participate in a series of online discussion forums responding to journal articles and
exploring critical issues and trends in educational technologies. Student positions on each topic should
be shaped by facts and research gathered from professional readings. Postings should be thoughtful
and reflect a thorough examination of the topic. Students will read and review submissions by other
students and provide an analytical response to at least two of their peers.
EDL 6760 21st Century Teaching and Learning
10
Evaluation and Grading:








Excellent
All parts of the
assignments are
complete as defined
by the instructor.
Topics are fully
developed.
Knowledge of subject
matter is clear and
work is focused on
assigned topics.
Additional
information beyond
requirements is
included if
appropriate.
Work shows a clear
match between
theory and practice.
Work shows
evidence of critical
thinking.
Work contains few or
no errors in writing.
Citations and
references are used
correctly and
consistently.
The student’s work will exhibit the following:
Satisfactory
Needs Improvement
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
21st Century Assessment
Teacher Observation
21st Century Classroom Design
Professional Learning Session
Presentation – 21st Century Tool
Discussion Forums
10 points
10 points
20 points
25 points
15 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member,
EDL 6760 21st Century Teaching and Learning
11
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
Class Attendance Policy:
See appropriate graduate KSU catalog for statement.
Course Outline:
(subject to change)
Topic
21st Century Teaching & Learning
21st Century Educational Technology Tools – Retooling Teachers
Best Instructional Practices for Technology Integration
Backward Design
Designing 21st Century Schools
Assessing Technology-enhanced Instruction
E-learning
High Quality Professional Learning - National Staff Development
Standards
References/Bibliography:
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
PsychologyRreview, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Course references:
Becker, H. (2000). How exemplary computer-using teachers differ from other teachers: Implications for
realizing the potential of computers in schools. Contemporary Issues in Technology and Teacher
Education, 1(2), 274-293. (Originally published in Journal of Research on Computing in Education, 26
(3), 291-321.) Retrieved January 28, 2005 from:
http://www.citejournal.org/vol1/iss2/seminal/article1.htm.
Bull, G. (2004). The National Technology Leadership Coalition. Contemporary Issues in Technology and
Teacher Education, 4(3), 254-256. Retrieved February 9, 2005, from
http://www.citejournal.org/articles/v4i3editorial1.pdf.
George Lucas Educational Foundation (2002). (Re)Designing learning environments. Retrieved February 5,
2005, from http://www.glef.org/EdutopiaPDF/fall02.pdf.
Levels of Technology Implementation http://www.loticonnection.com
Moersch, C. (2002). Beyond hardware: Using existing technology to promote higher-level thinking. Eugene,
OR: ISTE.
Morrison, G. & Lowther, D. (2005). Integrating computer technology into the classroom (3rd ed.). Columbus,
OH: Merrill Prentice Hall.
NETS Project. (2000). National Educational Technology Standards for Students: Connecting curriculum and
technology. Eugene, OR: ISTE.
NETS Project. (2002). National Educational Technology Standards for Teachers: Preparing teachers to use
technology. Eugene, OR: ISTE.
EDL 6760 21st Century Teaching and Learning
12
NETS Project. (2003). National Educational Technology Standards for Teachers: Resources for assessment.
International Society for Technology in Education. Eugene, OR: ISTE.
Newby, T., Stepich, D., Lehman, J., & Russell, J. (2000). Instructional technology for teaching and learning:
Designing instruction, integrating computers, and using media (2nd ed.). Upper Saddle River, NJ: Merrill
Prentice Hall.
North Central Regional Educational Laboratory, (2003). enGuage 21st century skills: Literacy in the digital
age. Retrieved February 5, 2005, from http://www.ncrel.org/engauge/skills/engauge21st .pdf.
Partnership for 21st Century Skills (2004). The road to 21st century learning. Washington, DC: Author.
Retrieved February 1, 2005, from http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf.
Partnership for 21st Century Skills (2003). Learning for the 21st century. Washington, DC: Author. Retrieved
February 1, 2005, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf.
Salpeter, J. (2003). Professional development: 21st century models. Retrieved February 8, 2005, from the
Tech Learning Web site: http://techlearning.com/shared/printableArticle.jhtml?articleID=13000492.
Sherman, T., & Kurshan, B. (2005, February). Constructing learning: Using technology to support teaching
for understanding. Learning & Leading with Technology, 32(5), 10-17.
Smaldino, S., Russell, J., Heinich, R., & Molenda, M. (2005). Instructional technology and media for
learning (eighth edition). Upper Saddle River, NJ: Merrill Prentice Hall.
U. S. Department of Education, Office of Educational Research and Improvement (2000). Teachers’ tools for
the 21st century: A report on teachers’ use of technology. Washington, DC:National Center for Education
Statistics.
Wigging, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision
and Curriculum Development.
EDL 6760 21st Century Teaching and Learning
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