Reference Page ISTC 675: Hicks, S. (2011). Technology in today's classroom: Are you a tech-savvy teacher?

Clearing House, 84(5), 188191. Retrieved from doi:10.1080/00098655.2011.557406. Kadijevich, Dj. (2006). Achieving educational technology standards: the relationship between student teachers interest and institutional support offered. Journal of Computer Assisted Learning, 22(6), 437-443. Retrieved from EBSCOhost. Kovalik, C., Smolen, L., and Toddy, J. (2001). Technology standards in a third-grade classroom. Journal of Research on Computing in Education, 33(5), 1-17. Retrieved from EBSCOhost. Papert, S. (1993). The children's machine. New York: Basic Books. Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Prensky, M. (2001b, November/December). Digital natives, digital immigrants, part 2: Do they really think differently? On the Horizon, 9(6), 1-6. Adodo S. O., & Agbayewa J. O. (2011). Effect of homogenous and heterogeneous ability grouping class teaching on students interest, attitude and achievement in integrated science. International Journal of Psychology and Counselling, ol. 3(3), 48-54. Retrieved from Academic Search Premier.

Banfield, T. (2005). Ability grouping for mathematically gifted adolescent boys. International Education Journal, 6(2), 141-149. Retrieved from Academic Search Premier.

Huang, M. (2009). Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis. Social Science Research, 38(4), 781-791. doi:DOI: 10.1016/[Link].2009.05.001

Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19(3), 201-213. doi:DOI: 10.1016/[Link].2008.04.001

Lleras, C., & Rangel, C. (2009). Ability grouping practices in elementary school and african American/Hispanic achievement. American Journal of Education, 115(2), 279-304. Retrieved from Academic Search Premier.

McCoach, D. B., O'Connell, A. A., & Levitt, H. (2006). Ability grouping across kindergarten using an early childhood longitudinal study. Journal of Educational Research, 99(6), 339-346. Retrieved from Academic Search Premier.

Saleh, M., Lazonder, A. W., & Jong, T. d. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331. doi:DOI: 10.1016/[Link].2006.05.001

Schweiker-Marra, K., & Pula, J. J. (2005). Effects of a homogeneous low-tracked program on academic performance of at-risk students. Delta Kappa Gamma Bulletin, 71(2), 34-58.

Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336. doi:10.2307/1170460

Kim, L., & Zitzer, M. (1999). Powerful Learning Framework for Teachers. Retrieved by ERIC Database. Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.

Duffy T. M. & Jonassen, D. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Regan, M. & Sheppard, S. (1996). Interactive multimedia courseware and the hand-on learning experience: An assessment study. Journal of Engineering Education, April 1996, 123-131. Stoof, A., Martens, R.L., & Van Merrienboer, J. (2006). Effects of web-based support for the construction of competence maps. Instructional Science, 34, 189-211.
Brown, A., & Green, T. G. (2010). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd Ed.). Upper Saddle River, NJ: Merrill 2 Prentice Hall.

Ertmer, P., & Quinn, J. (2007). The ID casebook: Case studies in instructional design, 3rd ed. Upper Saddle River, NJ: Merrill Prentice Hall.

Driscoll, M.P. (2005). Psychology of Learning for Instruction. (3rd Ed.). Boston: Allyn and Bacon. (ISBN: 0205375197)
Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban's predictions correct? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle, Washington. Retrieved July 2007 from [Link] CEO Forum on Education and Technology (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. Retrieved July, 2007 from [Link] International Society for Technology in Education (2000-2007). National Educational Technology Standards. Retrieved August, 2007 from [Link] National School Boards Foundation (2003). Educational Leadership Toolkit. Retrieved August, 2007 from [Link] November, A. (2007). Archive of Articles. Retrieved July, 2007 from [Link]/[Link]?tabid=132. United States Department of Education (2006). National educational technology plan. Retrieved August 2007 from [Link] Valdez, G. (2004, July). Technology leadership: Enhancing positive educational change. North Central Regional Educational Laboratory. Retrieved July, 2007 from [Link] Schrum, L. & Levin, B. (2009). Leading 21 century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin Press. (required) Brooks-Young, S. (2009). Making technology standards work for you: A guide to the NETS-A for administrators with selfassessment activities. Eugene, OR: ISTE. (recommended)
st

Required Texts: Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: how disruptive innovation will change the way the world learns. New York: McGraw-Hill. Edwards, M. (2013). Every child, every day: a digital conversion model for student achievement . Boston: Pearson. Fullan, M. (2013). Stratosphere. Ontario: Pearson. Additional Resources: Bennis, W., Spreitzer, G. M., & Cummings, T. G. (2010). The future of leadership: today's top leadership thinkers speak to tomorrow's leaders.. S.l.: Jossey-Bass. Blueprint 2.0: Strategic Framework. (2013, January 1). Baltimore County Public Schools. Retrieved April 21, 2013, from [Link] Christensen, C. M., Horn, M. B., & Staker, H. (2013, May 1). Is K12 blended learning disruptive?An introduction of the theory of hybrids | Christensen Institute. Clayton Christensen Institute for Disruptive Innovation. Retrieved May 19, 2013, from [Link]

Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press. Fullen, M., Cutress, C., & Kilcher, A. (2005). 8 Forces for Leaders of Change . JSD, 26 , , rom .michael [Link] media .pd , . etrieved arch

Hargreaves, A., Earl, l., Moore, S., & Manning, S. (2001). Learning to change: teaching beyond subjects and standards. San Francisco: Jossey-Bass. Kay, K., & Lentz, B. (2013, March 26). Which Path for the Common Core?. EdWeek. Retrieved April 12, 2013, from [Link]/ew/articles/2013/03/22/[Link] Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Strategic Plan for Fiscal Years 2007-12. (2012, April 1). ED Strategic Plans and Annual Reports. U.S. Department of Education. Retrieved May 29, 2013, from [Link] West, D. M., & Bleiberg, J. (2013). Education Technology Success Stories. Technology Innovation at Brookings, 1(March), 1-19. Retrieved April 13, 1920, from [Link] Adodo S. O., & Agbayewa J. O. (2011). Effect of homogenous and heterogeneous ability grouping class teaching on students interest, attitude and achievement in integrated science. International Journal of Psychology and Counselling, ol. 3(3), 48-54. Retrieved from Academic Search Premier.

Banfield, T. (2005). Ability grouping for mathematically gifted adolescent boys. International Education Journal, 6(2), 141-149. Retrieved from Academic Search Premier.

Huang, M. (2009). Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis. Social Science Research, 38(4), 781-791. doi:DOI: 10.1016/[Link].2009.05.001

Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19(3), 201-213. doi:DOI: 10.1016/[Link].2008.04.001

Lleras, C., & Rangel, C. (2009). Ability grouping practices in elementary school and african American/Hispanic achievement. American Journal of Education, 115(2), 279-304. Retrieved from Academic Search Premier.

McCoach, D. B., O'Connell, A. A., & Levitt, H. (2006). Ability grouping across kindergarten using an early childhood longitudinal study. Journal of Educational Research, 99(6), 339-346. Retrieved from Academic Search Premier.

Saleh, M., Lazonder, A. W., & Jong, T. d. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331. doi:DOI: 10.1016/[Link].2006.05.001

Schweiker-Marra, K., & Pula, J. J. (2005). Effects of a homogeneous low-tracked program on academic performance of at-risk students. Delta Kappa Gamma Bulletin, 71(2), 34-58.

Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336. doi:10.2307/1170460

Basham, James D., Israel, Maya, Graden, Janet, Poth, Rita, & Winston, Markay. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and technology. Learning Disabled Quarterly, 33(4). 243-255. Retrieved from Academic Search Premier (EBSCO) database. Edyburn, Dave L. (2010). Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disabled Quarterly, 33(1). 33-41. Retrieved from Academic Search Premier (EBSCO) database. King-Sears, Margaret. (2009). Universal Design for Learning: Technology and pedagogy. Learning Disabled Quarterly, 32(4). 199-201. Retrieved from Academic Search Premier (EBSCO) database. Ralabate, Patricia K. (2011). Universal Design for Learning: Meeting the needs of all students. ASHA Leader, 16 (10). 14-17. Retrieved from Academic Search Premier (EBSCO) database.

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