21st Century Skills and eLearning

21st Century and eLearning

21st Century Skills and eLearning Masters Thesis for Education Media Design and Technology Full Sail University

Joanna Baniaga May 22, 2009

1 Â

21st Century and eLearning Abstract Hanalani Schools recently joined the many educational institutions that struggle with the challenge of adequately preparing students for the 21st century. With a lack of emphasis on 21st century skills and a distinct absence of eLearning at this particular school, it was timely and necessary for the Upper School division to offer an online course with a focus on 21st century skills through a virtual platform. This proposed solution was the development of an Honors English course that covers classical literature while emphasizing a complimentary focus on 21st century skills. Throughout the course, students will pursue critical thinking and problem solving skills that promote life long learning on a highly collaborative Google platform. Creativity and design will also play vital roles through varied media projects that encourage information and technology literacy.

2 Â

21st Century and eLearning

3

Table of Contents………………………………………………………………………………….3 Abstract……………………………………………………………………………………………2 Introduction……………………………………………………………………….……………….4 Thesis Statement…………………………………………………………………………………..5 Educational Significance………………………………………………………………………….6 Definition of Terms……………………………………………………………………………..…7 Literature Review………………………………………………………………………………….9 21st Century Skills…………………………………………………………………………9 eLearning………………………………………………………………………….……..10 21st Century Skills and eLearning……………………………………………………..…11 Current/Past Solutions to Thesis Problem in Practice…………………………………………...11 Proposed Solutions to Thesis Problem………………………………………………..…..……..15 Integration of Proposed Solutions with Current/Past Solutions…………………………………16 Conclusions………………………………………………………………………………………18 Suggestions for Further Research…………………………………………………………..……19 References………………………………………………………………………………………..21

21st Century and eLearning

4

Introduction “We need a new vision for a 21st century education system…” (Obama, 2008, para. 6).

Even before President Obama talked about 21st century education, Hanalani Schools, a private K-12 school located in Central Oahu, contemplated the term for its students and formed a leadership team to write a proposal for a “Schools of the Future” grant. This team was made up of five members: one administrator, three faculty members, and one high school senior.

Although this group initially was formed for writing the technology grant, it quickly became evident that this team was the catalyst for change within the Upper School division, grades 7-12. The team realized that technology offered many opportunities for each classroom, but it was being used minimally and ineffectively, even though equipment had been purchased and was available. With this awareness, the team determined that technology was simply a tool, not a solution to each problem, and continued to explore visions for a 21st century education.

Many hours were spent in informal faculty and administration conversations and student review, and it was determined that faculty members at Hanalani Schools used a dominantly behaviorist methodology, and with the shift to a Web 2.0 mentality in educational institutions across the country and world, the team proposed to integrate 21st century skills two ways (Solomon & Schrum, 2007). The first strategy was to initiate a select group of faculty as part of a five-year professional development plan, and second was to offer its first online course beginning in the 2009 summer program.

Of particular interest to this thesis was the second proposal of eLearning as an effective medium to teach 21st century skills. According to the U.S. Department of Education (2004), “Over the past five years there has been an explosive growth in online and multimedia instruction” and implementing elearning and 21st century skills appeared to be a seamless and

21st Century and eLearning

5

natural solution for Hanalani Schools’ vision (p. 36). This proposed online Honors English course found validity in 21st century skills and eLearning research, specifically honing in on survival skills such as critical thinking, creativity, and collaboration (Wagner, 2008). According to Wagner, these skills are “…not just the skills one needs for work, they are also the skills all of us need to be engaged and effective citizens in a 21st century democracy, as well as to be lifelong learners” (Conlon, 2008, para. 3).

The proposal was brought before administration, and it was purposed that because “mastery of 21st century skills occurs through intentional instructional design, direct instruction of quality curriculum and meaningful assessments… Virtual schools inherently are well-equipped to provide expanded and innovative learning opportunities,” the school would begin offering eLearning English courses under the direction of the English Department head (NACOL and the Partnership for 21st Century Skills, 2006, p. 5). Permission was granted for a pilot course in the summer of 2009 with the intention of adding another Honors course in the fall.

This thesis attempts to show the deficiency of and the need for 21st century skills and eLearning at Hanalani Schools through its educational importance, contemporary solutions, incorporation of suggested recommendations, and propositions for further research.

Thesis Statement With the absence of 21st century skills and eLearning at Hanalani Schools clearly identified, the school acknowledged the need to implement 21st century skills that were currently lacking within the Upper School division and implement eLearning as an integral part of its program. Thus, in light of this deficiency, the viable and timely solution was the creation of an online class using the Google platform that focused on 21st century skills such as collaboration, creativity, and critical thinking.

21st Century and eLearning

6

There were many strong reasons for Hanalani Schools to embrace 21st century skills implementation through eLearning. For example, Every child in America needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders in the 21st century. There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces. To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by infusing 21st century skills into their teaching and learning. (The Partnership for 21st Century Skills, 2004, para. 9) The case for 21st century skills also found reinforcement in the rapidly changing classroom environment. Christensen, Johnson, & Horn (2008) of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, predicted that “…by 2019 about 50 percent of high school courses will be delivered online” (Christensen, Johnson, & Horn, p.

98), and it was evident that “technology is ubiquitous in society and, for many students…it is an integral and indispensible facet of daily life. It has transformed every major industry and every aspect of life—and yet…the education sector lags behind in harnessing its power” (Vockley, 7).

Furthermore, as stated by the International Society for Technology in Education, “the integration of education technology provides students with 21st century skills,” and Hanalani Schools realized that these educational transformations were essential to them as well (ISTE, 2008, p. 4).

Educational Significance Educators have seen poignant videos such as “Did You Know,” “Pay Attention,” and “A Vision Of Students Today” that highlight current student needs while showcasing the importance

21st Century and eLearning

7

of technology within education (Fisch, 2008; T4 Jordan School District, 2007; Welsh 2007).

Proponents of educational reform believe that the fundamentals of reading, writing, and arithmetic are no longer sufficient in the attainment of 21st century success (Wagner, 2008, p. xxii). 21st century skills are vital to education as the world changes with the advancement of technology. It is imperative that students be equipped with 21st century skills in order to be successful in the worldwide economy (NACOL and the Partnership for 21st Century Skills, 2006).

Relevant to eLearning, research unveils that most states have notable elearning opportunities as recently as fall 2008, and “E-learning will inevitably transform all forms of education and learning in the twenty-first century (Watson, Gemin, & Ryan, 2008; Anderson, 2003, para. 2). This transformation continues as eLearning is the potential answer to questions such as “…how to offer a world-class education for every student…improve teaching and course quality…move to performance- and competency-based models of learning…ensure every student is college-ready, and…scale the delivery model for all students” (Patrick, p. 1).

Moreover, eLearning has made significant contributions to the educational field in crossing the divides of collaboration with classmates, parents, and global communities, or giving special attention to individuals with physical disabilities or exceptional drive by providing flexibility and personalized consideration. William Thomas of SREB said online learning has the potential to be “…a tremendous method of improving the quality of education…” (Ellis, 2005).

Definition of Terms 21st Century Skills Increasingly in popularity, these skills have found viability through the Partnership for 21st Century Skills and the National Council of Teaching English. Together, they have provided the

21st Century and eLearning

8

following 21st century skills on their English 21st Century Skills Map: Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration, Information Literacy, Media Literacy, Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross Cultural Skills, Productivity and Accountability, and Leadership and Responsibility (2008).

Three specific skills mentioned in this thesis are creativity, critical thinking, and collaboration.

Creativity Creativity “…is a systematic function of intelligence that can emerge whenever our intelligence is engaged” (Robinson, 2001, p. 12).

Critical Thinking Critical thinking is “...the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems” (Chance, 1986, p. 6).

Collaboration Collaboration is "…jointly developing and agreeing to a set of common goals and directions; sharing responsibility for obtaining those goals; and working together to achieve those goals, using the expertise of each collaborator" (Bruner, 1991, p. 7). eLearning or online learning eLearning “…involves information, instruction, and/or interaction through the Internet or an Intranet using instructional materials and tools such as Web-based resources, e-mail, discussion boards, blogs, chats, and video” (Lamb & Callison, 2005, para. 1).

Blog A blog “…is a publicly shared online journal that allows the user (referred to as a ‘blogger’) to add new posts (referred to as ‘blogging’) via a user-friendly interface that requires

21st Century and eLearning

9

no HTML coding” (United States Distance Learning Organization, 2008, p. 43). ePortfolio or virtual portfolio ePortfolios are “…a digital resource (personal artifacts, instructor comments) demonstrating growth, allowing for flexible expression…and permitting access to varied interested parties…” (Siemens, 2004, para. 2).

Literature Review 21st Century Skills “Early in this century, leaders and visionaries in the business and education communities joined together to recommend the skills needed to enrich the lives of those living in the 21st century and to make them more successful…” (Apple, 2008, p. 13). 21st century skills are necessary for “…students to thrive in the future,” and “…21st century skills are an imperative that schools cannot ignore” (CEO, 2001, p. 3; Apple, 2008, p. 22).

Particularly appropriate to this thesis is the cornerstone map created by the Partnership for 21st Century Skills and the National Council of Teaching English. This foundational map includes definitions, interdisciplinary topics, and student illustrations for the implementation of 21st century skills and English.

In order to achieve 21st century skills, education is turning to the evidence of technology integration. This integration “…can help the nation’s schools deliver a world class education that will improve student achievement and develop 21st century skills” and “…provides educators with valuable tools to teach, develop and reinforce 21st century skills by dramatically altering the options for inquiry, analysis, and expression” (CEO, 2001, p. 7 and 11).

Furthermore, ISTE sponsored Web 2.0: New Tools, New Schools emphasizes the change in the

21st Century and eLearning 10 workforce and education while highlighting 21st century skills in the use of technology (Solomon & Schrum, 2007). eLearning “…new models of innovative online learning are using emerging technologies to support the highest-order thinking skills, creativity, and knowledge transfer for teachers and studentlearning methodologies alike” (Patrick, p. 4). In research complied by the Center for Digital Education, the CDC has concluded that educators are conscious about students and their reliance on the Internet. In reaction, “…states are pursuing online education initiatives to better serve their student population and meet the academic demands of Millennial students inside and outside of rural areas” (Center for Digital Education, 2008, p. 8). Moreover, the “Survey of the States” report culminates in stating that “…online education will become ubiquitous in the United States as states and school districts continue to face the challenges of meeting student achievement levels, finding qualified teachers and preparing students for careers in science, technology, engineering and mathematics” (Center for Digital Education, 2008, p. 8).

Research has also been conducted through organizations such as NACOL's Research Committee on the effectiveness of elearning while highlighting student characteristics, instructional factors, course design factors, teacher preparation and professional development factors, technological approaches, and administrative practices.

Additionally, the National Education Technology Plan’s fourth major action step and recommendation calls for online learning and virtual school provision (U.S. Department of Education, 2004). Two steps that are given are to make eLearning available to all students and provide eLearning training for faculty (U.S. Department of Education, 2004). The rationale behind this is that “E-learning offers flexibility in the time, place, and pace of instruction. It

21st Century and eLearning 11 provides teachers the opportunity to create an instructional environment that adapts to students wherever and however they need to learn, at home or in school” (U.S. Department of Education, 2004, p. 37).

21st Century Skills and eLearning Proof has also been offered in the momentum of advancing 21st century skills through eLearning. NACOL once again supports this partnership since Online learning through virtual schools is one of the most important advancements in attempting to rethink the effectiveness of education in the United States. The virtual school provides access to online, collaborative and self-paced learning environments— settings that can facilitate 21st Century skills. Today’s students must be able to combine these skills with the effective use of technology to succeed in current and future jobs.

(NACOL, 2007, p. 3) However, elearning must deliberately prioritize 21st century skills because “when virtual schools intentionally focus on student mastery of 21st century skills, these schools take full advantage of their inherent strengths” (NACOL, 2007, p. 6). These benefits are global awareness, self-directed learning, information and communications technology literacy, problem solving skills, and time management and personal responsibility (NACOL, 2007).

Current/Past Solutions to Thesis Problem in Practice Schools have turned to technology because it is “…a powerful tool for productivity, learning, communications, collaboration, data analysis, and creativity” and “when it is integrated deliberately and comprehensively into education, technology is a proven strategy for making headway on the most profound challenges schools face today” (Vockley, 7). As a tool, technology offers the advantages of fostering 21st century skills, inspiring competency and

21st Century and eLearning 12 creativity, expanding virtual learning for all students, averting high school dropouts, assisting in meeting individual student needs and learning styles, qualifying examination with STEM fields, supporting career and technical disciplines, broadening the academic day, reinforcing faculty quality, and facilitating true and expedient assessment (Vockley, 2009).

Positives of Current Solutions …practitioners are increasingly recognizing two additional, largely unplanned, advantages of online learning: promoting 21st century skills and global citizenship.

Recognition of the importance of 21st century skills, and the inherent advantage of online courses in teaching 21st century skills and applying them to learning, is the main reason that the Michigan legislature in 2006 passed the requirement that all students have an ‘online learning experience’ prior to graduating high school. (Watson & Ryan, 2006, p.

11) Specific to the state of Hawaii, the 2008 legislative session based a bill mandating the Department of Education to increase eLearning availability for student by further development of the current online programs (Watson, Gemin, & Ryan, 2008, p. 137). The House of Representatives declared, “online learning is a strategic vehicle that will define the department as a 21st century learning institution” (State of Hawaii House of Representatives, 2008, para. 1).

Cohesively, NACOL and the Partnership for 21st Century Skills have championed the same rationale of this researcher in using eLearning to implement 21st century skills. For example, “Online learning through virtual schools is one of the most important advancements in attempting to rethink the effectiveness of education in the United States. The virtual school provides access to…settings that can facilitate 21st Century skills” (North American Council for Online Learning and the Partnership for 21st Century Skills, 2006, p. 3).

21st Century and eLearning 13 Regarding specific 21st century skills such as collaboration, creativity, and critical thinking, many teachers have incorporated current media technologies into the curriculum for the development of these skills. For example, Edutopia highlights two programs that successful incorporate filmmaking into their curriculum High Tech High under the direction of Larry Rosenstock (Ellis, 2008) as well as Joe Fatheree and Craig Lindvahl’s high school course called “Multimedia and Film Design” (New, 2005). These types of courses stimulate and challenge students to work cooperatively, creatively, and analytically.

Educators are also using blogging because “blogging has the potential to change the way many individuals get and disseminate information, insights, and opinions everyday” and “…weblogs can assist students and instructors in taking a critical and reflective stance toward various instructional modalities, both online and face-to-face” (Oravec, 2003, p. 8).

Furthermore, online-course designers and teachers have many multi-media options in selecting mediums for their courses, including podcasts, videos, synchronous conferencing, and collaborative tools (Cavanaugh, 2008, p. 4).

Failures of Current Solutions 21st century is not without its issues and combatants. In the recent article titled, “Backers of '21st-Century Skills' Take Flak” critics say that this movement will decrease the effectiveness of the “… standards and assessment system” (Sawchuk, 2009, para. 2) and the difficulty of assessment (Silva, 2008). Supports of the idea of 21st century skills must be intentional about its development and execution to avoid “…another fad leading to little change in American education” (Rotherham, 2008, para. 2).

Faculty development was another glaring problem for Hanalani Schools. Through much deliberation by the leadership team, it was concluded that a significant contribution to the lack of

21st Century and eLearning 14 21st century skills was faculty training as the school experiences a high turnover rate for faculty, and not all teachers are educationally trained although holding degrees within their fields. “…researchers contend there is a clear link between professional development in technology use, classroom integration of technology, and improved student performance” (Brumfield, 2006, para.

3). In addition, “…no one can argue that the most important influence in student learning and achievement is still teacher quality. So it stands to reason that the true challenge of effectively integrating technology in education is human rather than technological. While technology advances hold the promise of improved learning instruction, technologyfocused professional development for teachers is critical if technology is truly to be used to promote learning for all students” (Cunningham, 2003, para. 2).

In addition, it was also widely realized that “the problem is not necessarily lack of funds, but lack of adequate training and lack of understanding of how computers can be used to enrich the learning experience” (U.S. Department of Education, 2004, p. 24). Other problems to consider are the insufficiencies of technology, the budget costs of the programs, and unfamiliarity of online platforms (Tapp, Hansen, & Montoya, 2008). Moreover, according to a survey titled, “Teachers Talk Tech 2006: Fulfilling Technology's Promise of Improved Student Performance," educators voiced their biggest hindrances to educational technology being computer access, inadequate time for technology implementation, and school budgets (Brumfield, 2006).

It is also generally acknowledged that some of the more distinguished benefits of eLearning are pacing, flexibility, and specialization, but it is important to recognize the disadvantages of the absence of social elements, the necessity of self-motivation, and isolation

21st Century and eLearning 15 (Littlefield, 2009). “Although online instruction does provide a useful element in successful learning, it is not the total solution for all students...” (Rockman, 2008, para. 3). “Some students simply aren't up to it, even if they excel in a traditional classroom setting” (Wood, 2005, para.

26).

Finally, regarding the specific tools for the eLearning course within this thesis, it is important to note there are reasonable concerns for educational blogging as blogs may lose their luster within the academic realm (Lohnes, 2006) or what the critics say about inconsequential blogging (Downes, 2004). And specifically referring to the Google platform, there is always the reality of the Gmail outages (BBC, 2009), YouTube maintenance, or other Google delays.

Proposed Solutions to Thesis Problem As was previously disclosed, the proposed solution was the development and implementation of an Honors English course that covers classical literature while emphasizing a complimentary focus on 21st century skills. Throughout the course, students pursue critical thinking and problem solving skills that promote life long learning on a highly collaborative Google platform. Creativity and design also play vital roles through varied media projects that encourage information and technology literacy.

The Google platform was selected because of its free software and its many collaborative classroom tools. “Google for Educators” was designed to “…support teachers in their efforts to empower students and expand the frontiers of human knowledge” (2009, para. 1), and this researcher introduced many of its products successfully within the British Literature classroom.

This group of 11th and 12th grade students quickly saw the value of Blogger, Google Docs, Google Sites, and Google Calendar and communicated positive feedback using these tools. At the conclusion of the course, this researcher determined that it was a highly effective tool for

21st Century and eLearning 16 education.

“Blogger makes it easy for teachers and students to share work, class notes, and pictures online” (“Blogger,” 2009, para. 1). Blogger will host each individual student portfolio while giving students the opportunity to lead and contribute discussions posted on the blogs. Not only will the posts will encapsulate the reading assignments, they will serve as evidence of analysis and quality composition. “In the rapidly growing field of distance education and online learning, weblogs can serve special purposes in highlighting useful resources that might otherwise be overlooked as well as alerting readers to current events that are relevant to professional endeavors” (Oravec, 2003, para. 8). Alluding to the aforementioned British Literature class, the juniors and seniors were asked to open blogs through Blogger during their second semester. The idea was to transition to a virtual journal where the instructor would have access to their weekly work and not have to wait until the end of the week to receive the composition books. Blogging also allowed more opportunities for feedback and a broader audience while serving as a virtual portfolio.

These ePortfolios through Blogger will also host the varied media projects that will evidence information, media, and technology literacy (21st Century Skills Map, 2008). The main media projects will be in the form of movie trailers, as much evidence has been explored in light of the value of filmmaking in the classroom. “Many organizations across the country (and the world) are working with youth to produce movies as a means to teach media literacy, give youth a voice, and explore their creativity…” (Halverson, n.d., para. 3). For example, Edutopia offers practical information about digital storytelling because it has the ability to promote “…student creativity with affordable and accessible technology,” and “a compelling film scene is worth much more than a thousand words” (New, 2005, para. 1; Chen, 2006, para. 1). It is on this

21st Century and eLearning 17 premise that creating movie trailers for the literary texts have been considered, and film advocates like Full Sail University’s Kathy Craven asks their students to create a movie trailer, claiming that students will “…understand that the process of creating a film product involves critical thinking, communication and decision-making skills utilized in an educational setting” (Craven, 2009, p. 2).

Integration of Proposed Solutions with Current and Past Solutions Although the solution to this problem began simply, a combination and balance of methodology, technology, and quality had to be considered. Considering 21st century skills first, collaboration found its way naturally into the curriculum while canceling out the isolation factor.

Dr. Ito claims that isolation is not a valid argument against technology as most online activities are “in a social context” (MacArthur, 2008). Due to the fact that this course is the first of its kind being offered to the Upper School division, substantial consideration has been given to this particular area of isolation. Not only will students have daytime office hours and evening virtual hours to contact the instructor, all students will be able to employ the collaborative features of the Google platform in the ways of Gmail, Google Talk, and Voice and Video Chat.

Furthermore, weekly live sessions will be required for the class to meet in order to host a more traditional literary discussion. Creativity will be heavily encouraged through the design of each ePortfolio, the nature of information delivery other than static text, and the creation of literary video trailers. Finally, critical thinking will be stimulated through the interactive weekly discussion meeting, carefully selected blog topics and responses, and finally through the selection of media and creation of literary video trailers.

“Education technology can help equalize opportunity for all students, regardless of race, ethnicity, gender, geographic location and economic status,” and it was important to carefully

21st Century and eLearning 18 select a virtual platform that made learning opportunities available to all (CEO, 2001, p. 20).

This solution was immediately resolved through the Google platform. The students will use their personal or family computer work stations at home with their Internet providers. In the case of a downed station, inadequate internet access or the need for further technology support regarding the platform, the school’s computer lab and course instructor will be available during set times in the weekday. Also available through the school’s computer lab will be the use of headsets, cameras, and Adobe Premier editing software.

Additionally, it was important to this thesis to address the issue of supplemental educational services, although Hanalani Schools is a non-profit, private institution that does not receive federal funding for SES. Technology facilitates differentiated instruction—and supports underperforming students, English language learners, and students with disabilities. Meeting the different needs, learning styles, and preferences of individual students is a challenge in today’s diverse classrooms. Differentiated instruction is particularly important for improving outcomes for underperforming students, English language learners, and students with disabilities.

Technology can help teachers provide customized, just-in-time instruction and intervention for all students, keep all students on task, and maximize every teaching moment. Video and audio files offer an appealing alternative to print media—and teachers say they are especially effective for students in the special-needs populations.

Accessibility features and adaptive technology can assist students with disabilities as well. (Vockley, 2009, p. 8) This researcher wanted to acknowledge that “several research studies offer evidence that educational technology can provide significant benefits for special needs students, including

21st Century and eLearning 19 learning disabled, low achieving, special education and gifted students” (CEO, 2001, p. 9).

Conclusions As educators marvel at the changing academic landscape, many promising alterations have been implemented while other modifications are still being considered. Two of the pressing issues at hand are that of 21st century skills and eLearning. 21st century skills are vital for students today and may be seamlessly incorporated into an eLearning platform. As eLearning becomes “…widespread in U.S. education” and offers varied students opportunities to learn and excel in their lifelong pursuit of learning, Hanalani Schools likewise desires to equip its young people for the future (Henke, 2007, p. 2). One solution to both educational facets is the Upper School division’s offering of an online course with a focus on 21st century skills through a collaborative platform.

This proposed solution comes in the form of an Honors English course that covers classical literature while incorporating complimentary 21st century skills. Throughout the course, students will pursue analytical thinking and problem solving skills that promote life long learning on an engaging and global Google platform. Creativity and design also play prominent roles through media projects that encourage both information and technology literacy.

Every child in American needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders in the 21st century. There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces. To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by infusing 21st century skills into their teaching and learning” (The Partnership for 21st

21st Century and eLearning 20 Century Skills, 2004, para. 11).

Suggestions for Further Research “One million students are learning online in virtual schools around the country. They have chosen virtual schools for flexible schedules, individualized instruction, freedom to learn anywhere, and an immense catalog of courses” and although students in virtual environments perform as well or even better than their counterparts in traditional classes, much research needs to be gathered in order to obtain the best quality for students enrolled in online courses (Cavanaugh, 2008, p. 1; Rockman, 2008, para. 2). The CEO report states, “…there needs to be a major increase in research and development for education technology,” and some of the more prominent issues to be explored are SES, funding, standards, teaching, accountability, and commercial implications (CEO, 2001, p. 21; Watson, 2008). Furthermore, “with technology and online education practice changing so rapidly, attempting to suggest—yet alone create—an appropriate policy framework is a challenge. Most practitioners, however, recognize that some regulation is necessary for the long-term sustainable growth of online education” (Watson & Ryan, 2006, p. 43).

21st Century and eLearning 21 Â References About Google for educators. (2009). Google. Retrieved March 23, 2009, from http://www.google.com/educators/about.html Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice.

London, UK: RoutledgeFalmer.

Apple. (2008, April). Apple classrooms of tomorrow—today: Learning in the 21st century.

Retrieved March 28, 2009, from http://www.apple.com/education/teachersprofessors/resources/ BBC News. (2009). Gmail down for some users. Technology. Retrieved March 26, 2009, from http://news.bbc.co.uk/2/hi/technology/7934443.stm Blogger. (2009). For educators. Retrieved March 23, 2009, from http://www.google.com/educators/p_blogger.html Cavanaugh, C. (2008). Real learning Happens in Virtual Schools. Threshold. Retrieved March 26, 2009, from http://www.ciconline.org/thresholdfall08 Center for Digital Education. (2008, October 28). Online learning policy and practice survey: A survey of the states. Strategy Papers and Reports. Retrieved March 25, 2009, from http://www.centerdigitaled.com/story.php?id=108006 Bruner, C. (1991, April). Thinking collaboratively: Ten questions and answers to help policy makers improve children's services. Education and Human Services Consortium.

Washington, D. C.: Retrieved March 25, 2009, from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=ED338984&ERICExtSearch_SearchType_0=n o&accno=ED338984

21st Century and eLearning 22 Â Brumfield, R. (2006, July 21). Teacher development key to tech success. eSchool News.

Retrieved March 25, 2009, from http://www.eschoolnews.com/news/topnews/index.cfm?i=37127&CFID=11890844&CFTOKEN=61550897 Cavanaugh, C. (2008). Real learning happens in virtual schools. Threshold.

Retrieved March 26, 2009, from http://www.ciconline.org/thresholdfall08 Chase, R. (2005). Making a movie: Help teenagers improve their vision. Edutopia. Retrieved March 23, 2009, from http://www.edutopia.org/cinema CEO Forum on Education and Technology. (2001). Key Building Blocks for Student Achievement in the 21st Century. Retrieved March 28, 2009, from http://www.ceoforum.org/downloads/report4.pdf Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University.

Chen, M. (2006, October 19). Online opportunity: Documentaries and the power of the image.

Edutopia. Retrieved March 28, 2009, from http://www.edutopia.org/multimediabroadband-internet-access Clark, R., & Mayer, R. (2008). e-Learning and the science of instruction. San Francisco: Pfeiffer.

Conlon, K. (2008, August 20). Q&A. The Global Achievement Gap. Harvard University.

Retrieved March 25, 2009, from http://www.gse.harvard.edu/news_events/features/2008/08/20_wagner.php Christensen, C., Johnson, C. W., & Horn, M. B. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill.

Craven, K. (2008). FPE syllabus. Winter Park, FL: Full Sail University.

21st Century and eLearning 23 Cunningham, J. (2003, July 1). Between technology and teacher effectiveness: Professional development. Tech & Learning. Retrieved March 25, 2009, from http://www.techlearning.com/showArticle.php?articleID=10810511 Devaney, L. (2007, November 21). Reports reveal online learning’s success, needs. eSchoolNews. Retrieved March 23, 2009, from http://www.eschoolnews.com/resources/online-learning-for-high-school-success/onlinelearning-for-high-school-success-articles/index.cfm?rc=1&i=50614.

Downes, S. (2004, September/October). Educational blogging. EDUCAUSE Review, 39, 14–26.

Ellis, K. (Director). (2008). Transformed by technology: High Tech High overview. [Video].

United States: Edutopia. Retrieved March 24, 2009, from http://www.edutopia.org/collaboration-age-high-tech-technology-video Ellis, K. (Director). (2005, March 23). The virtual classroom: Online learning. [Video].

City, ST: Edutopia. Retrieved March 24, 2009, from http://www.edutopia.org/onlinelearning-video.

Film and Visual Literacy in the 21st Century. (2002). The story of movies. Professional Development. Retrieved March 25, 2009, from http://www.storyofmovies.org/teacherslounge/professional_development.htm Fisch, K. (2008). Did you know. [Video]. Retrieved March 23, 2009, from http://www.youtube.com/watch?v=jpEnFwiqdx8 Halverson, E. (n.d.). Youth filmmaking as digital literary. games + learning + society.

Retrieved March 28, 2009, from http://gameslearningsociety.org/research_youthfilmmaking.php Henke, K. (2007). Learning in the 21st century: A national report of online learning. Education

21st Century and eLearning 24 in the 21st century. Retrieved December 27, 2008, from http://www.blackboard.com/inpractice/k12/onlinelearningreport.htm International Society for Technology in Education (June 2008). Technology and student achievement—The indelible link. ISTE. Retrieved March 28, 2009, from http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08-PolicyBrief-Fweb.pdf Lamb, A., & Callison, D. (2005, May). Online learning and virtual schools. School library Media Activities Monthly, 21, 29-35.

Lohnes, S. (year). Using blogs in a college classroom: What’s authenticity got to do with it?

Blogs for learning. Michigan State University. Retrieved March 24, 2009, from http://blogsforlearning.msu.edu/articles/view.php?id=7 Littlefield, J. (2009). Pros and cons of earning your high school diploma online. About.com.

Retrieved March 25, 2009, from http://distancelearn.about.com/od/virtualhighschools/a/hsprosandcons.htm MacArthur Foundation. (2008, November 20). Mizuko Ito on why time spent online Is important for teen development. Digital Media &Learning. [Video]. Retrieved March 26, 2009, from http://www.macfound.org/site/c.lkLXJ8MQKrH/b.4773383/k.8CB5/Mizuko_Ito_on_Wh y_Time_Spent_Online_Is_Important_for_Teen_Development.htm NACOL Research Committee. (2007). NACOL Effectiveness of K-12 online learning.

Retrieved December 27, 2008, from http://www.inacol.org/resources/reports.php New, J. (2005). Film school: Making movies from storyboard to screen. Edutopia. Retrieved March 23, 2009, from http://www.edutopia.org/film-school

21st Century and eLearning 25 Â New. J. (2005). How to use digital storytelling in your classroom: Empower student creativity with affordable and accessible technology. Edutopia. Retrieved March 23, 2009 from http://www.edutopia.org/node/1418 North American Council for Online Learning and the Partnership for 21st Century Skills.

(2007). Virtual schools and 21st century skills. Retrieved December 27, 2008, from http://www.inacol.org/resources/research.php Obama, B. (2008, December 16). Remarks of president-elect Barack Obama as prepared for delivery: Announcement of Secretary of Education. Retrieved March 28, 2009, from http://change.gov/newsroom/entry/president_elect_obama_announces_arne_duncan_as_s ecretary_of_education/ Oravec, J. (2003, October). Blending by blogging: Weblogs in blended learning initiatives.

Journal of Educational Media, 28(2/3), 225-233. Retrieved March 26, 2009, doi:10.1080/1358165032000165671 Patrick, S. Future issues in online learning. Threshold. Retrieved May 9, 2009, from http://www.ciconline.org/thresholdfall08 Parks, A. (n.d.) Technology affects new forms of writing. WritingCrossing. Retrieved March 24, 2009, from http://www.writingcrossing.com/article/1280004/Technology-AffectsNew-Forms-of-Writing/ Partnership for 21st Century Skills. (2008, November 24). 21st century skills map. [Flyer].

Retrieved December 27, 2008, from http://www.21stcenturyskills.org/documents/21st_century_skills_english_map.pdf Partnership for 21st Century Skills. (2007). Framework for 21st century learning.

Retrieved March 23, 2009, from http://www.21stcenturyskills.org/

21st Century and eLearning 26 Â Partnership for 21st Century Skills. (2007). P21 FAQ. Retrieved March 23, 2009, from http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=195&I temid=183 Robinson, K. (2001). Out of our minds: Learning to be creative. Oxford, UK: Capstone Publishing Limited.

Rockman, S. (2008). A brief look at the research. Real learning happens in virtual schools.

Retrieved March 26, 2009, from www.rockman.com/publications/articles/BriefLookResearch.pdf Rotherham, A. (2008, December 15). 21st-Century Skills are not a new education trend but could be a fad. U.S. News &World Report. Retrieved March 23, 2009, from http://www.usnews.com/articles/opinion/2008/12/15/21st-century-skills-are-not-a-neweducation-trend-but-could-be-a-fad.html Sawchuk, S. (2009, March 4). Backers of '21st-Century Skills' take flak. Education Week, 28 (23), 1-14. Retrieved March 27, 2009, from Academic Search Complete database.

Siemens, G. (2004, December 16). ePortfolios. eLearnspace. Retrieved Month Day, Year, from http://www.elearnspace.org/Articles/eportfolios.htm Silva, E. (2008, November 10). Education measuring skills for the 21st century. Education Sector Reports. Retrieved March 27, 2009, from http://www.educationsector.org/research/research_show.htm?doc_id=716323.

Sloan-C.org. (2008). Stating the course: Online education in the United States, 2008. Retrieved from http://www.sloan-c.org/publications/survey/staying_course Solomon, G, & Schrum, L. (2007). Web 2.0: New tools, new schools. International Society for Technology in Education. Eugene, OR.

21st Century and eLearning 27 State of Hawaii House of Representatives (2008). HB2971 SD2. Retrieved May 7, 2008 from http://www.capitol.hawaii.gov/session2008/bills/HB2971_sd2_.htm T4 Jordan School District. (2007). Pay attention. [Video]. Retrieved, March 23, 2009, from http://www.youtube.com/watch?v=_M_336pDWoM Tapp, A., Hansen, E. & Montoya, T. (2008). E-learning at your institution: What is the opportunity cost?. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, 1292-1294.

Chesapeake, VA: AACE. U.S. Department of Education. (2004). Toward a new golden age in American education: How the internet, the law and today’s students are revolutionizing expectations. Office of Educational Technology. Washington, D.C. Retrieved March 27, 2009, from www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf United States Distance Learning. (2008). Glossary. Retrieved March 25, 2009, from http://www.usdla.org/index.php?cid=105 Vockley, M. (2009). American recovery and reinvestment act: Stimulus opportunities for integrating technology with educational goals. Apple. Retrieved March 28, 2009, from http://www.apple.com/education/teachers-professors/resources/ Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need—and what we can do about it. New York: Basic Books.

Watson, J., & Ryan, J. (2006). Keeping pace with K-12 online learning: A review of state-level policy and practice. Evergreen Consulting. Retrieved December 27, 2008, from http://www.inacol.org/resources/index.php

21st Century and eLearning 28 Â Watson, J., Gemin, B., & Ryan, J. (2008). Keeping pace with K-12 online learning. Evergreen Consulting Associates. Retrieved March 28, 2009, from http://www.kpk12.com/ Watson, J. (2008) Online Learning: The national landscape. Threshold. Retrieved March 26, 2009, from http://www.ciconline.org/thresholdfall08 Wesch, M. (2007, October 12). A vision of students today. [Video]. Retrieved March 25, 2009, from http://www.youtube.com/watch?v=dGCJ46vyR9o Wood, C. (2005). Highschool.com: The Virtual Classroom Redefines Education. Edutopia.

Retrieved March 24, 2009, from http://www.edutopia.org/high-school-dot-com White House. (2009). Education. Retrieved March 27, 2009, from http://www.whitehouse.gov/agenda/education/