Search results for author:"Glenda Rakes"
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Glenda Rakes
The University of Tennessee at Martin
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Disinformation, Academia, and the Web: The Anonymous Battleground
Glenda Rakes; Thomas Rakes
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 511–512
Expending less energy than was previously required to convey information one-to-one, a message can now be transmitted instantly, with little or no cost, to enormous groups of people through email and the Internet. With a very basic Web site, anyone...
Topics: Legal Issues, Internet
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Open Book Assessment Options: Measuring Teacher Education Students’ Achievement in Web-based Courses
Glenda Rakes; Thomas Rakes
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 642–649
With the increase in online course offerings in colleges of education, there is an accompanying concern over course quality and academic integrity. Misconceptions about open book tests cause many to dismiss their use in online courses. This paper...
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Articulating Technology Needs To Administrators And Policy Makers
Thomas Rakes; Glenda Rakes
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 730–732
There is a continuing disconnect among those who recognize the value and growing needs associated with technology-related innovation and campus administrators and policy makers who are in charge of overall budgeting and resource allocation. How does ...
Topics: Administrators, Information Communication Technologies
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Assessing the Results of Technology Training for Preservice Teachers
Thomas Rakes; Glenda Rakes
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2138–2140
Education professionals have been discussing technology integration since the mid 1980s. Professional organizations continue to emphasize technology integration. Yet several surveys continue to indicate that many preservice teachers do not feel...
Topics: Integration, Educational Technology, Preservice Teacher Education
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Making Technology Training Effective: Listening to Teacher Concerns
Glenda Rakes; Thomas Rakes
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2561–2563
This presentation will provide results from a study that examined the relationship between PK-12 teachers' concerns about instructional technology and a variety of factors that relate to the technology training they have received and teacher...
Topics: Training, Teachers, Integration, Collaboration
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Teachers' learner-centered beliefs and concerns regarding instructional technology
Glenda Rakes; Michael Spaulding
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2083–2089
Attention has been paid to several cognitive and affective constructs that may affect teachers’ willingness to adopt the use of instructional technology. Both cognitive and affective factors can influence an individual’s future behavior. In this...
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Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?
Karee Dunn; Glenda Rakes
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 57–83
After more than two decades of concerted effort, less than desirable progress has been made in ?the integration of effective technology use in the classroom. In many cases computers have ?entered classrooms, but are used to do little more than...
Topics: Cognition, Teachers, Educational Technology, Professional Development, Attitudes
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Teacher Technology Concerns and Instructional Practices
Glenda Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1941–1945
Classroom technology use has the potential to influence both instructional practices and student learning, but only if that technology is used and used effectively. It is important to explore affective factors such as teacher concerns that promote...
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The Influence of Principals' Technology Training on the Integration of Technology into Schools
Glenda Rakes; Christella Dawson
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2134–2137
The purpose of this study was to investigate whether technology training received by principals influences the integration of technology into classrooms. The study examined the levels of technology integration into the schools' curricula with regard ...
Topics: Integration, Training, Schools
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The Influence of Perfectionism on Procrastination in Online Graduate Education Students
Glenda Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 799–803
Both perfectionism and procrastination are prevalent among online students and detrimental to student performance and possibly to persistence in a degree program. It is important for online faculty to identify factors that may reduce students’...
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Teaching Visual Literacy in a Multimedia Age
Glenda C. Rakes
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 4 (1999) pp. 14–18
Focuses on teaching visual-literacy skills and multimedia. Discusses using visual images with verbal text to help students remember, helping students communicate by creating visual images, and categories of visual materials. A chart illustrates use...
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Exploring relationships between teacher technology concerns and classroom practices
Glenda Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1519–1524
Research supports the premise that students who are taught to use higher-order thinking skills perform better on national tests. There is also evidence that technology use by teachers encourages instructional practices that promote higher-order...
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Institutionalizing Technology in Schools: Resolving Teacher Concerns
Holly Casey; Glenda Rakes
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2082–2085
The ultimate goal for technology in schools is to move teachers through the change process and integrate technology into teaching and learning to the extent that it becomes "normal" or institutionalized. Five hundred six PK-12 teachers were asked...
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A comparison of preservice and in-service teachers’ perceptions toward technology benefits and integration
Michael Spaulding; Glenda Rakes
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2132–2139
This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers’ attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers...
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An Exploration of Attributional Beliefs and Procrastination Among Online Teacher Education Graduate Students
Glenda Rakes; Karee Dunn; Tom Rakes
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 965–971
Previously, the authors found that the attributional belief that academic outcomes occurred because of the individual’s effort significantly predicted procrastination in online students. Research suggests that high effort attributions may reflect...
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Promoting teacher technology use in the classroom: An investigation of teachers’ learner-centered beliefs, teacher efficacy, and concerns
Karee Dunn; Glenda Rakes; Thomas Rakes
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4460–4462
Although access to technology is not uncommon in today’s schools, teachers who know how to utilize that technology in order to support the needs of 21st century learners are far less common. After more than two decades of resolute effort, it is...
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Motivation and Procrastination in Online Courses for Teacher Educators
Glenda Rakes; Thomas Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 674–676
With the rapid growth in online programs for teacher educators come concerns about how best to these students in the learning process. The purpose of this study was to investigate the relationship between motivation and academic procrastination,...
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Attributions for Procrastination Among Online Teacher Education Graduate Students
Glenda Rakes; Thomas Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 796–801
Causal attributions for academic failure are an important aspect of achievement motivation. One common failure in self-regulation among students is procrastination. An exploratory investigation of causal attributions for procrastination among...
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Concerns Towards Teaching Online Among K-12 Teachers
Glenda Rakes; Thomas Rakes; Karee Dunn
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 794–798
This paper presents the findings of a study that assessed K-12 teacher concerns regarding teaching online. Preliminary data were analyzed by aggregating the Stages of Concern Questionnaire results and developing a profile that provided the average...
Topics: K-12 Teachers and School Leaders Related, Graduate Education & Faculty Development
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Preservice K-12 Teachers’ Concerns Regarding Teaching Online
Glenda Rakes; Karee Dunn; Thomas Rakes
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1023–1026
This paper proposes a study that will assess preservice K-12 teacher concerns regarding teaching online. Data will be analyzed by summarizing the Stages of Concern Questionnaire results and developing a profile based on the average scores for each...
Topics: Graduate Education & Faculty Development, Research & Evaluation, Preservice Teacher Education, Teachers
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First Things First: Addressing Teacher Concerns Toward Technology
Glenda C. Rakes; Holly B. Casey
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1722–1727
Many teachers, especially more experienced teachers, have been unable to find effective ways to use technology in their classrooms. One possible explanation for this lack of success is that the use of technology in the classroom has been viewed in ...
Topics: Teachers
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Producing caring qualified teachers: An exploration of the influence of pre-service teacher concerns on learner-centeredness
Karee E. Dunn; Glenda C. Rakes
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 3 (April 2010) pp. 516–521
In a time where students in the United States academic performance continues to lag behind in the international rankings, a disconcerting phenomenon in concerns literature indicates that pre-service and in-service teachers report low levels of...
Language: English
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Influence of Academic Self-Regulation, Critical Thinking, and Age on Online Graduate Students' Academic Help-Seeking
Karee E. Dunn; Glenda C. Rakes; Thomas A. Rakes
Distance Education Vol. 35, No. 1 (2014) pp. 75–89
Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to...
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Attribution as a Predictor of Procrastination in Online Graduate Students
Glenda C. Rakes; Karee E. Dunn; Thomas A. Rakes
Journal of Interactive Online Learning Vol. 12, No. 3 pp. 103–121
Online courses are growing at a tremendous rate, and although we have discovered a great deal about teaching and learning in the online environment, there is much left to learn. One variable that needs to be explored further is procrastination in...
Topics: Students
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An Analysis of Teacher Concerns toward Instructional Technology
Glenda C. Rakes; Holly B. Casey
International Journal of Educational Technology Vol. 3, No. 1 (2002)
Discussion of difficulties that teachers have in effectively using technology focuses on a study of prekindergarten through secondary school teachers that analyzed their concerns toward the use of instructional technology using the Stages of Concern ...
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Teaching Online: Discovering Teacher Concerns
Glenda C. Rakes; Karee E. Dunn
Journal of Research on Technology in Education Vol. 47, No. 4 (2015) pp. 229–241
Little is known about the degree to which teachers are interested in or value online K-12 education. This is an unfortunate gap in the literature, as online education has been and continues to be a swiftly growing component of the K-12 learning...
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Exploring Online Graduate Students' Responses to Online Self-Regulation Training
Karee E. Dunn; Glenda C. Rakes
Journal of Interactive Online Learning Vol. 13, No. 4 pp. 1–21
In this study, online graduate students participated in four brief online self-regulatory trainings for self-efficacy, achievement goal orientation, learning strategies, and attributional thinking. These variables are critical to success in learning ...
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The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination
Glenda C. Rakes; Karee E. Dunn
Journal of Interactive Online Learning Vol. 9, No. 1 (2010) pp. 78–93
With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill,...
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Using Technology to Support Visual Learning Strategies
Blanche O'Bannon; Kathleen Puckett; Glenda Rakes
Computers in the Schools Vol. 23, No. 1 (Jul 21, 2006) pp. 125–137
Visual learning is a strategy for visually representing the structure of information and for representing the ways in which concepts are related. Based on the work of Ausubel, these hierarchical maps facilitate student learning of unfamiliar...
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The Influence of Teachers' Technology Use on Instructional Practices
Glenda C. Rakes; Valerie S. Fields; Karee E. Cox
Journal of Research on Technology in Education Vol. 38, No. 4 (2006) pp. 409–424
This study investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools. Teachers in this study responded to Moersch's instrument, the Levels of Technology...