[Section 2.2, Figure 2.5] “Combinations of Human In-person and Technology Online Interactions” obtained from K-12 Blended Teaching Readiness: Phase 1 Instrument Development located at https://edtechbooks.org/-VaQ
[Section 2.2, Figure 2.6] “A Classroom with Teacher and Students” by U.S. Department Agriculture licensed under CC BY and located at https://edtechbooks.org/-tcD
[Section 2.3, Figure 2.7] Original Tweet by @rossmonstr and a screenshot was obtained from https://edtechbooks.org/-vnA
[Section 2.3, Figure 2.8] The photos for Figure 2.8 came from:
Photo of the blackboard was created by NASA and is in the public domain.
Photo of the overhead projector obtained from College of Textiles. General (UA023.017.000), Special Collections Research Center at NCSU Libraries.
Photo of the LCD projector was created by History Teachers’ Association of Victoria and obtained from: https://edtechbooks.org/-PDr
[Section 2.3.1, Figure 2.9] “RAT Framework” was created by modifying an image created by Royce Kimmons licensed under CC BY and located at https://edtechbooks.org/-DAc
[Section 2.3.2, Figure 2.10] “PIC Framework” was created by modifying an image created by Royce Kimmons licensed under CC BY and located at https://edtechbooks.org/-DAc
[Section 2.3.3, Figure 2.11] “PICRAT Matrix” was created by Royce Kimmons licensed under CC BY and located at https://edtechbooks.org/-DAc
[Section 3.2.1, Figure 3.7] “Example of Class-level Data Tracker from Imagine Learning” cropped from Teacher Dashboard image at https://support.imaginelearning.com/sites/default/files/inline-images/Teacher-Dashboard.jpg
[Section 3.2.1, Figure 3.7] Imagine Learning (https://www.imaginelearning.com/) is an adaptive learning software that focuses on language/literacy, Spanish, and Math.
[Section 3.2.1, Figure 3.8] “Mastery Gradebook Comparison” remix of various mastery gradebook screenshots
Google Spreadsheet and MasteryConnect images created by Charles Graham
[Section 3.2.1, Figure 3.9a] “Example of Data Dashboard from ImagineLearning” remix of a student data dashboard from ImagineLearning found at https://edtechbooks.org/-AXH
[Section 3.2.1] Khan Academy is a video-based assessment program that is free for teachers and students. More information can be found at https://edtechbooks.org/-AFJ
[Section 3.2.1, Figure 3.9c] “Example of data Dashboard from ALEKS” remixed from ALEKS district administration dashboard found at https://edtechbooks.org/-UsQ
[Section 3.2.3, Figure 3.12b] “Individual Student Activity Data from Khan Academy Showing Mastery and Activity Data” a screenshot image taken from a Khan Academy course created by Charles Graham and is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
[Section 3.2.3, Figure 3.12c] “Individual Student Activity Data from Khan Academy Showing Time Spent and Topics Explored” a screenshot image taken from a Khan Academy course created by Charles Graham and is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
[Section 4.1.3] Greene, P. (July 16, 2018). The seven requirements to launch a personalized learning program. Obtained from https://edtechbooks.org/-AXa
[Section 4.1.3] Gross, B., Tuchman, S., & Patrick, S. (2018). A National Landscape Scan of Personalized Learning in K-12 Education in the United States. iNACOL, Vienna, Virginia. Obtained from: https://edtechbooks.org/-KoH
[Section 4.1.3] The Buck Institute for Education provides rich resources that can help you to plan and facilitate project based learning: http://www.bie.org/
[Section 5.2.1] Additional information regarding Safari Live, including scheduling information and previous safari videos can be found here: https://wildearth.tv/schools/
[Section 5.2.1] Image of Safari taken and provided by Katie Talbot
[Section 5.2.1] VoiceThread has curated the following library of example lesson plans and VoiceThreads: https://edtechbooks.org/-uw
[Section 5.2.2, Figure 5.3] “THINK System” image created by Shannon Long and was obtained from https://edtechbooks.org/-yod
[Section 5.3] The table was obtained from “Generating and Facilitating Engaging and Effective Online Discussions” by University of Oregon Teaching Effectiveness Program, licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0. http://bit.ly/btb-v400
[Section 5.3.1] Brunsell, E. & Alderton, E. (March 2, 2012). Blended learning: Adding asynchronous discussions to your F2F classroom. Edutopia. Obtained from https://edtechbooks.org/-HRp
[Section 5.3.1] Davis, B. G. (2009). Tools for teaching. San Francisco, CA: Jossey-Bass.
[Section 5.3.1] There are lots of great resources that align question stems to Bloom’s Taxonomy. One of our favorites is an image created by Enokson that is the Creative Commons CC BY-NC-ND 2.0. You can access the image on flickr: https://edtechbooks.org/-LxA
[Section 5.3.2] North, S. (May 3, 2017). Using “roles” in your online discussions. Blog post published in the University of Colorado Denver’s Online Blog for Faculty. Obtained from https://edtechbooks.org/-qVc
[Section 5.4] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, New York.
[Section 5.4] Eraut, M. (2006). Feedback. Learning in Health and Social Care, 5, 111–118. https://edtechbooks.org/-HUaC
[Section 5.4] Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118–126. https://doi.org/10.1016/j.iheduc.2011.11.006
[Section 5.4.2, Figure 5.5] “Feedback Burger” created by the George Mason University’s College of Education and Human Development Online Teaching Initiative is licensed under CC BY SA
[Section 5.4.3] Providing video feedback can be somewhat challenging initially. We recommend reading the following article for some practical guidelines that will make creating video feedback comments more effective and efficient: http://rdcu.be/tRrA
[Section 5.4.3] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, New York.
[Section 5.4.3] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, New York.
[Section 6.1.1, Figure 6.2] “Richness and Responsiveness” created by the George Mason University’s College of Education and Human Development Online Teaching Initiative licensed under CC BY SA
[Section 6.1.1] See https://stellarium.org/ This software is free and open source. Students can zoom in to explore the planets and stars within the universe. It also allows students to modify time to see events take place that would take much too long to view in the natural sky.
[Section 6.1.1] See https://www.google.com/earth/ This software is free and allows users to explore anywhere in the world.
[Section 6.2.2] Guo, P., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning at Scale Conference, 41–50. https://edtechbooks.org/-dLE
[Section 6.2.4] See https://youtu.be/7MuDgfX9C2w for an example of how well the YouTube captioning did with a Taylor Swift song.