Chapter 1: Exploring 21st Century Learning
INSTRUCTOR NOTES
This chapter addresses ISTE Standards for Teachers 2, 4, and 5.
Chapter Goal
Learn about the uses of technology and media to ensure successful student learning.
Learning Outcomes
By the end of the chapter, students should be able to do the following:
2. Explain the role of the digital teacher, the tools and resources available to fully integrate
3. Describe the role of the digital learner.
5. Describe effective environments.
6. Describe the key concerns regarding copyright law for educational uses.
Chapter Overview
Chapter 1 is an introduction and overview for the textbook. The chapter sets the stage for
learning in today’s schools as the authors discuss the influence of technology and media on the
roles of teachers and students in the classroom. The text expresses the need for students to
master core skills and gain knowledge for academic and career learning. Teachers are thereby
challenged with facilitating this process by selecting appropriate media and technologies, and
creating learning experiences that effectively use available tools and resources.
Chapter 1 opens with a discussion of a Framework for Academic and Career Learning, The
Digital Teacher, The Digital Learner, Framework for Academic and Career Learning Literacies,
and Effective Learning Environments, followed by Copyright Concerns. The authors point out
the difference between technology and instructional technology and discuss the status of the
technology gap. Additionally, the chapter addresses the six types of media with examples of
how those media are utilized as instructional materials. Technology standards for teachers and
students are introduced throughout the chapter following the International Society of Technology
in Education.
Using This Chapter
Chapter 1 provides background information about today’s classrooms, teachers, and students and
could be viewed as an advance organizer for the remainder of the book. Undergraduate students
in teacher preparation programs and in-service teachers will most likely prefer dealing with those
parts of Chapter 1 that relate directly to the role of the teacher and to the teaching process. If the
book is being used as an introduction to graduate study in our field, then Chapters 1 and 2 can be
used as a conceptual framework for the course.
Professional Vocabulary
ASSURE MODEL– A structure to guide teachers through the process of creating lessons that
achieve the goals of effectively using technology and promoting learning.
BLENDED LEARNING – A combination of face-to-face instruction with distance learning.
BLOG– Web-based interactive communication through a publicly accessible personal journal
written by an individual.
COPYRIGHT– Regulations that describe the manner in which an original work can be used and
copied. Copyright laws regulate the manner in which authors or artists can be reimbursed for
their creative work.
DIGITAL STUDENT– A student who learns in classrooms where the technology is a seamless
component of learning and extends the learning beyond the physical classroom walls.
DIGITAL TEACHER – A teacher who follows the technology guidelines provided by ISTE to
enhance student learning through media and technology.
INSTRUCTIONAL MATERIALS– The specific items used within a lesson that influence student
learning.
INSTRUCTIONAL TECHNOLOGY– The integration of teacher and student use and knowledge of
tools, resources, and techniques to improve learning.
ISTE-Student- International Society for Technology in Education Standards for Students; six
critical skills students need to achieve success in school and in future careers.
ISTE-Teacher- International Society for Technology in Education Standards for Teachers; five
basic guidelines for becoming a digital teacher.
MEDIA – Means of communication; anything that carries information between a source and
receiver.
MEDIA CENTER – School facilities that offer traditional library reading resources as well as a
variety of information technology assets.
MEDIA FORMATS – The physical forms in which message are incorporated and displayed (slides,
TECHNOLOGY GAP– The gap between people with access to digital and information technology
and individuals with limited or no access. Also known as the digital divide.
UNIVERSAL DESIGN FOR LEARNING – created to expand learning opportunities for all individuals,
especially those with disabilities.
WIKI – A web-based document subject to edit by any of its users.
INSTRUCTIONAL ACTIVITIES
Suggested Materials
2. Have students bring their mobile devices, laptops, and/or smart phones to class.
Introduction
Suggested Activity. Begin the course with an informal discussion using the following questions:
How has technology changed the last 10 years, 20 years?
How do you use technology today in your personal, professional, or academic life?
How did your students use technology in their high schools?
How do your students currently use technology in and out of school?
You might also have your students view a video on the subject of technology advancement.
Such videos can be streamed for free from a variety of Internet sources such as YouTube.
Framework for Academic and Career Learning
Technology and learning for tomorrow are introduced early in the chapter. The relationship
between technology and skills and knowledge needed to meaningfully prepare students are
addressed early on. It should be noted to that technology is not a classroom cure-all but does
offer benefits to teachers and students. Instructional technology and the technology gap are
points for discussion in this section.
Suggested Activity. Ask students to read and discuss the “Technology for All Learners” article
about using technology tools to differentiate instruction. In small groups, have them discuss
Media Formats
Suggested Activities.
1. Revel Interactive application question 1.2 has students identify the types of media and the
2. Share the connection between instructional materials for each content area and the type of
technology and/or media that would be used. Have the students look around the
classroom or flip through the text for instructional material ideas to share with the class.
Possible discussion questions: Which examples are technology-based? Does technology
improve the quality of instructional materials?
The Digital Teacher
Teacher-centered instruction uses technology and media to support the presentation of
instruction. In an upcoming chapter more focus will be spent on how to integrate technology and
Suggested Activities.
1. To model being a digital teacher, have students review through formative assessment
2. Have your students observe a K-12 teacher and report the learning activities in which the
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3. Share suggested digital professional learning networks and ask students to join them.
Students could research and follow educators on social media, popular hashtags, and
professional organizations.
The Digital Learner
Suggested Activities.
1. When discussing this section, you might want to ask your students to describe actual or
2. Students can discuss the ISTE Standards for Students and explain where they have seen
them applied during the students’ field experiences or in their own learning experiences.
Effective Learning Environments
Suggested Activities.
1. Assign your students the Shared Writing prompt in REVEL. Have students respond and
also reply to classmates about the change in technology throughout their schooling.
2. Ask your students to think about something they use every day, a tool or technology they
cannot live without. Then, ask your students to think about a time in which the item was
new to them. How did they learn to use it? How has their use of the tool changed over
time? Use the conversation to begin talking about the classroom continuum.
Copyright Concerns: The Copyright Law
Suggested Activities.
2. Show students how to evaluate a piece of media for inclusion in a face-to-face lesson by
using the four points of Fair Use.
3. Introduce the Creative Commons website to students and discuss its purpose.
Questions for Thought
At the end of each chapter the authors have included a Professional Development section.
Included in that area are select activities that provide opportunities for students to reflect on their
