Part 1

Part 2

Davis, R., Dean, D., & Ball, N. (2013). Etr&D-Educational Technology Research And Development.
Flipping the Classroom and Instructional Technology Integration in a College-level Information
Systems Spreadsheet Course, 61(4), 563-580. Retrieved January 29, 2015.
Forsey, M., Low, M., & Glance, D. (1998). Flipping the sociology classroom: Towards a practice of
online pedagogy. Journal of Sociology, 49(4), 471-485. Retrieved January 29, 2015.
Freedman, C., & Schiller, N. (2013). Journal of College Science Teaching. Case Studies and the Flipped
Classroom, 42(5), 62-66. Retrieved January 29, 2015.
Park, Y., & Bonk, C. (2007). Synchronous Learning Experiences: Distance and Residential Learners
Perspectives in a Blended Graduate Course. The Journal of Interactive Online Learning, 6(3),
245-264. Retrieved January 29, 2015
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task
orientation. Learning Environments Research, 15(2), 171-193. Retrieved January 29, 2015.

Part 3

Lee, J. (2014). An Exploratory Study of Effective Online Learning: Assessing

Satisfaction Levels of Graduate Students of Mathematics Education Associated with
Human and Design Factors of an Online Course. International Review of Research in
Open and Distance Learning, 15(1), 111-132.
This research project explored graduate students ranks of gratification with online
learning and its connection to instructional factors as well as technical factors by
using a survey study. A grand total of eighty-one graduate students that were
enrolled in an online Conceptual Geometry course participated in this survey study.
The results of this study showed us that the level of student satisfaction is
meticulously related to clear guidelines as well as constructive feedback. It is also
associated with the given professor or instructors knowledge of the material being
taught. While online learning may be convenient, this study clearly demonstrates
how important some human interaction is as feedback along with the knowledge of
the instructor affects the students enjoyment of the course.

Hsu, Y., & Ching, Y. (2013). Mobile App Design for Teaching and Learning:
Educators' Experiences in an Online Graduate Course. International Review of
Research in Open and Distance Learning, 14(4), 117-139.
This research took a look at how educators that have limited programing experience
learn to design mobile apps through guidance from instructors as well as through
support from their peers. These educators really liked App Inventor and thought it
was a fantastic visual programing tool to use for developing well-functioning mobile
apps. They felt that their own work was inspired by the other apps made by fellow
educators. The activities included things such as sharing customized apps, giving
peers feedback, creating design proposals, and blogging. This study revealed the
educational value of technology and design of apps for educational purposes.

Simonds, T. A., & Brock, B. L. (2014). Relationship between Age, Experience, and
Student Preference for Types of Learning Activities in Online Courses. Journal of
Educators Online, 11(1).
During this study, two researchers worked together to discover students learning
preferences in online courses. These researchers used a web-based survey as well
as online focus groups in the online courses they were teaching. After collecting the
data from their research, they saw that there was a relationship between student
factors and student preferences for different types of online learning activities. One
of these student factors is the age of the student. This factor significantly impacted
the students preference for certain types of online learning. The researchers found
that older students preferred videos of lectures while younger students tended to
want more interactive learning strategies. This study was beneficial in seeing how
online learning effects students of various ages.

Part 4

With living in the era in which we do, with technology at our fingertips-- either
through our smart phones, tablets, laptops, etc. comes with a great deal of
information also at our fingertips. Now we may have a bunch of information at our
disposal, but that doesnt mean it is all valid. Finding information of good quality is
extremely difficult to do as there is so much information out there. As educators it is
of utmost importance to be informationally literate. If we are to be giving our
students this information we find through research, we must be literate in dissecting
the information we find and choosing which to use and then pass on to our
students. Our future employers are looking for those of us who are able to easily
find and then use credible information. This skill is essential for the world in which
we live today.

As a student and as a future teacher I need to know how to access, evaluate,

and use information in the 21st Century mainly because there is so much
information out there. Now let me explain: because of the copious amount of
information we have the ability to access, the ability to evaluate and use the right
information becomes increasingly difficult. As a teacher I will need to be able to
effectively find and share trustworthy information with my students. This skill also
becomes vital when a situation arises in which I may need to go beyond the
textbook in order to aid me in teaching a certain matter. Being able to efficiently
find information I need via technology will come in handy.
Information literacy is reflected in each and every one of the ISTE standards
for teachers. As an educator, he or she needs to be informationally literate in order
to construct his or her classroom through both activities and the information being
taught. After obtaining this form of literacy as a teacher, one must then pass this on
to his or her students so that they can find reliable information and be able to cite
where they got it. (As I was able to practice throughout this project)
Plagiarism, copyright, and fair use is very important to information literacy as
giving credit to the source used is how we, as teachers, are able to check that the
sources used are indeed credible. Citing every source used is the perfect way for
educators to evaluate the information literacy of their students. It is important that
the students know what exactly plagiarism consists of as well as what the
consequences might be for violating those rules.
Technology has largely impacted the need for increased information literacy
as the amount of information on the internet grows more and more each day. That
being said, it is a lot more challenging than it used to be to find the information you
are looking for. You must be able to search the right places and evaluate the
information you find. The quality of your information is the most important part
when researching. Also, you cannot forget the significance of citing the sources you
use.