PART 2

References
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet course.
Educational Technology Research & Development, 61(4), 563-580.
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice
of online pedagogy. Journal of Sociology, 49(4), 471-485.
Herreid, C. F., & Schiller N. A. (2013). Case Studies and the Flipped Classroom. Journal of
College Science Teaching, 42(5), 62-66.
Park, Y. J., & Bonk, C. J. (2007). Synchronous Learning Experiences: Distance and Residential
Learners Perspectives in a Blended Graduate Course. Journal of Interactive Online
Learning, 6(3), 245-264.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and
task orientation. Learning Environments Research, 15(2), 171-193.

PART 3
Pusey, P., & Sadera W. A. (2011). Cyberethics, Cybersafety, and Cybersecurity: Preservice
Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a
Difference. Journal of Digital Learning In Teacher Education (International Society for
Technology In Education), 28(8), 83-88.
This journal discusses whether or not preservice teachers are educated enough on the C3
protocol, which includes cyberethics, cybersafety, and cybersecurity. The study found that these
teachers are equipped to teach others about basic concerns such as e-mail, text messaging,
plagiarism and cell phones. However, there is an extensive list of items which they are not
prepared to teach, which includes ticklers, bots, back doors, and sticky websites.

Whittier, D. (2006). Cyberethics in the Googling Age. Journal Of Education, 187(2), 1-86.
This journal credits a lack of time and knowledge as the cause of why teachers are not
teaching their students about cyberethics. However, it states that it is the teachers job to equip
his/her students with cyber skills by leading through example.

Baum, J. J. (2005). Cyberethics: The New Frontier. Techtrends: Linking Research & Practice To
Improving Learning, 49(1), 54-78.
This article proposes and idea for a cyberethics curriculum. This curriculum states that
educators should create a curriculum, use the internet to teach cyberethics in the classroom,

create an acceptable use policy, and have students as well as their family members make a pledge
to be ethical in cyberspace.

PART 4

PART 5
Information literacy is a valuable tool for those operating in the 21st Century. Being able
to locate information is just the starting point. There is so much more to information literacy.
Being informationally literate is extremely valuable. Locating information on the web is
easy; it is everywhere. However, the true test is evaluating this information for trustworthiness.
One must be able to tell if information comes from an unbiased source. Next, one must know
how to effectively use the information that they have located or it does them no good. These are
all tasks that are vital in order to function in the 21st Century.
The value of being informationally literate is evident both as a student and as a teacher.
From a student perspective, it is important for doing research. Throughout my educational
career, I will have to do many projects that involve looking up information, evaluating that
information for bias and trustworthiness, and then applying that information to the prompt given.
From a teacher perspective, information literacy is important as well. When supplying my future
students with information, I want to be sure that it is useful and accomplishes the purpose that I
want it to. I also need to be able to practice what I preach and display information literacy as I
go about my daily lesson plans.

Information literacy is reflected in the ISTE standards for teachers in many ways. The
standards require teachers to model digital age work and learning. This means that teachers
themselves must know how to locate, evaluate, and use information so that they can pass these
skills on to their students. Teachers must also develop and design learning experiences that are
based in the digital age. In order to do this, they must know how to find, evaluate, and
implement the information they find.
Information literacy involves knowing how topics such as copyright, fair use, and
Creative Commons operate. While searching for sharable materials, one can search Creative
Commons to help them locate information. They can then look at the copyright to determine if
the article or information is owned by a reputable source. Knowing the boundaries of fair use
can then guide the teacher as to how they can use and distribute the information.
Technology innovations have greatly impacted the need for increased information
literacy. Information is everywhere. It is our job as 21st Century students and educators to locate
the useful information, evaluate it, and then use it to accomplish our purpose. With so much
information out there, it is now more important than ever to be informationally literate.
All in all, information literacy is a vital part of learning and working in the 21st Century.
With so much information at our fingertips, it is our job to locate, evaluate, and use information
in a smart and beneficial way.