1. Larry Rosenstock
   Project-based Learning at High Tech High
   http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-larry-rosenstock.html
   In this film, Larry Rosenstock, describes a vision for educaiton that blends the head, the heart, and the hands. High Tech High embraces learning that flows from personal interests, passion for discovery and a celebration of art, technology and craftsmanship.
   2.
   Elliot Soloway and Cathie Norris
   Educating the Mobile Generation
   http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-elliot-cathie.html
   In this film, Soloway and Norris take a road trip through Texas and Louisiana to see firsthand how mobile devices are being used in schools.
   3.
   George McKenna
   Personalizing Public Education
   http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-george-mckenna.html
   In this film, veteran educator George McKenna ruminates on the fundamental ingredients of effective teaching – making direct connections with students, never giving up on them, and embracing teaching as a high calling.
   4.
   Randall Fielding
   Designing Schools for 21st Century Learners
   http://www.mobilelearninginstitute.org/21stcenturyeducation/films/film-randall-fielding.html
   In this film, architect Randall Fielding demonstrates the connection between where and how students learn in the 21st century.

2.  

Taylor, K., & Lamoreaux, A. (2008). Teaching with the Brain in Mind. New Directions for Adult and Continuing Education, 49-59.

Abstract

The purpose of this article is to add to the body of reliable literature on how to teach with the brain in mind. “Current brain imaging techniques reveal not only the architecture of the brain but how its functions create "thought," "personality," and "consciousness"-and how the brain changes itself” (Taylor & Lamoreaux, 2008, pg. 58). While no specific number of students was mentioned, the scope of this research appears to be young children. The methodology was a rigorous analysis of how learning changes the way the brain functions.

Findings include:

1. Learning changes how the brain functions by increasing the capacity for innovative, flexible responses to external conditions.

Riesenmy, M. R., S. Mitchell, et al. (1991). Retention and Transfer of Children's Self-Directed Critical Thinking Skills. Journal of Educational Research 85(1): 14.

Abstract

The purpose of this article was to “examine the degree to which fourth- and fifth- grade pupils who were trained in self-directed critical thinking skills could retain and transfer those skills” (p.14). The scope of this study is 38 children from 10 fourth and fifth grade classes as compared to 28 control children from the same school district. The methodology included 12 small group discussions and individual testing.  Students were evaluated on the variables of their use of “self-directed thinking skills, amount of information used in solution, and quality of answer” as well as transfer problems (p. 14).

Feur, A., (2009). School’s out for the summer: A cross-cultural comparison of second language learning in informal settings. International Journal of Bilingual Education and Bilingualism, 12, 6, 651-665.

Abstract

The purpose of Fuer’s study was to compare diverse second language learning in informal settings. The scope of the study involved Chinese and Hebrew children, ages 4-12, signed up for one of three participating immersion summer camps located in the eastern United States. Also involved were the camp counselors. The research design and methodology for this study was ethnographic research; collecting data by way of in-depth interviewing, participant observation, and textual analysis. Researchers examined the process of second language learning and ethnic socialization through linguistic and cultural activities. Settings, activities, language process, and interactions among counselors and campers were observed. The findings were that in the three summer day camps, language, culture, and identity were acquired due to the camps’ atmosphere, diverse learning methods, and close contact with counselors which allowed for a positive language learning experience for the students.

Ruckdeschel, C. (2007). Comparison of digital literacy development between children and adolescents. Retrieved December 9, 2009, from http://www.teach-nology.com/tutorials/teaching/compare/print.htm

ABSTRACT

After years and years of debate and controversy, scientific literacy has improved-just not enough to fulfill the obligation of a universally illiterate world. As educators, our ultimate goal is to somehow produce students that “after a formal course of study, continue to research curiosities that emerge in life and inquire with a spirit that not only aims at discovering the correct answer but one that searches for the foundational precepts that served to create the given subject of investigation” (Ruckdeschel, 2007, p.1).

The scope of this article addresses the development of literacy skills of students as a continuation of literacy skills, which began at home, consisting of tired understanding that follows the general order of these functions:

1. The understanding of structure and function of language to create meaning

2. To manipulate one’s own language to improve the focus of the message