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EdMedia + Innovate Learning

Jun 24, 2019

Editors

Johan Van Braak, Mark Brown, Lorenzo Cantoni, Manuel Castro, Rhonda Christensen, Gayle V. Davidson -Shivers, Koen DePryck, Martin Ebner,Mikhail Fominykh, Catherine Fulford, Stylianos Hatzipanagos, Gerald Knezek,Karel Kreijns, Gary Marks, Erkko Sointu, Elsebeth Korsgaard Sorensen, Jarmo Viteli, Joke Voogt, Peter Weber, Edgar Weippl, Olaf Zawacki-Richter Theo Bastiaens

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 279

  1. Intentional Innovation: Creating an inclusive process that encourages and captures great education ideas for design and development

    Chery Lucarelli, The College of St Scholastica, United States

    There is an urgent call to action for higher education institutions to be innovative. However, there is also concern that most higher education organizations and leaders lack the knowledge and... More

    pp. 541-544

  2. Making Sense of New Technology Integration Frameworks in 21st Century Teacher Education Program

    Kele Anyanwu, University of Wisconsin - Stevens Point,, United States

    The aim of this work is to examine new technology integration frameworks that address the need for a paradigm shift in teacher education curriculum as it relates to how technology integration is... More

    pp. 545-551

  3. Examining Pre-Service Teachers’ Computational Thinking: Are there Differences Between Gender in Digital Game Construction?

    Corbett Artym, Edmonton Public School Board; University of Alberta, Canada; Mike Carbonaro, University of Alberta, Canada

    Jeannette Wing (2006) suggested that computational thinking (CT) should be essential part of a 21st Century learner’s educational experience and integrated across the K-12 curriculum. Wing views CT... More

    pp. 552-557

  4. ICT competences of teachers in Higher Education in Developing countries. Challenges for quality education for professional development based on the DigCompEdu framework

    Abby-Gail Blanchard & Genevieve Blanchard, FHR School of Business, Suriname; Yashtee Gowreea & Koen DePryck, Vrije Universiteit Brussel. Institute of Knowledge Management, Belgium

    The quality of education in the contemporary society is being affected due to the use of ICTs. New possibilities, dilemmas and challenges arise for teachers through the incorporation of digital... More

    pp. 558-563

  5. Implementing Computational Thinking into the Curriculum and Teacher Education in the Czech Republic: Facts and First Experiences

    Miroslava Cernochova, Charles University, Faculty of Education, Czech Republic

    The paper is focussed on how computational thinking has been implemented in the curriculum for pre-primary, primary, lower and upper secondary schools and in teacher education in the Czech Republic... More

    pp. 564-569

  6. Training in Instructional Design Practices: Does It Increase Preservice Teachers’ Ability to Integrate Technology?

    Gayle Davidson-Shivers & Stephanie Hulon, University of South Alabama, United States

    Teacher education programs prepare preservice teachers to effectively work in the PK-12 schools. Most U.S. programs require preservice teachers to complete an educational technology course; the... More

    pp. 570-580

  7. Teacher Candidates Perception of Acquiring TPACK in the Digital Age Through an Innovative Educational Technology Masters Program

    Maria Esposito & Rickey Moroney, Molloy College, United States

    The TPACK model of technology integration ensures successful teaching and student learning. Teacher candidates perceptions of developing TPACK knowledge is explored in this chapter using a... More

    pp. 581-598

  8. “Each lesson was a success experience”: Lessons Learned from an Information Technologies Course for Ultra- and Non-Ultra-Orthodox Teacher Trainees

    Alona Forkosh Baruch, Levinsky College of Education, Tel Aviv University, Israel; Rivka Gadot, Tel Aviv University, Levinsky College of Education, Open University of Israel, Israel; Lilach Alon, Tel Aviv University, Israel

    Israeli higher education institutes are challenged by the growing number of ultra-orthodox students. This requires coping with novel aspects unfamiliar to participants, as students and as teachers ... More

    pp. 599-605

  9. Online Professional Development for CS Teachers: Instructional Design Strategies for Broadening Participation in High School Computing

    Joanna Goode, University of Oregon, United States; Kirsten Peterson & Joyce Malyn-Smith, EDC, United States; Gail Chapman, Exploring Computer Science, United States

    Abstract: Computer Science (CS) for All, a national initiative in the United States, faces a steep challenge in finding and preparing classroom teachers to teach CS, especially in non-urban areas. ... More

    pp. 606-611

  10. Disrupting the long road of learning 3D animation by using game engine technology

    Gray Hodgkinson, Nanyang Technological University, Singapore

    This paper discusses the mechanics of traditionally-informed curriculum when the new techniques and processes offered by game engine technology are adopted in digital animation teaching pipelines. ... More

    pp. 612-616

  11. Research on STEAM Practice Programs to Enhance Self-Efficacy of Pre-Service Special Education Teachers

    Yu-Chih Huang & Tzu-Ying Chen, National Pingtung University, Taiwan

    The purpose of this study was to examine the effects of 40 hours STEAM (Science, Technology, Engineering, Arts and Mathematics) programs on the self-efficacy of pre-service special education... More

    pp. 617-624

  12. Predictors of STEM Career Interest Among Middle School Students: Implications for Educational Reform, Policy, and Innovation

    Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, United States

    Pre-post matched pairs data were collected from 499 males and 416 females in grades six and seven during 2015-2016 from 24 classrooms in nine US states. Fourteen cognitive and non-cognitive... More

    pp. 625-630

  13. Educational Innovation and ICT in Pre-Service Teacher Training

    Henk La Roi & Roland Bruijn, Windesheim University of Applied Sciences, Netherlands

    Teacher training institutions are faced with the problem of preparing their pre-service teachers to integrate ICT in their teaching practice. For this preparation to be successful, Tondeur et al. ... More

    pp. 631-632

  14. Engaging Pre-service Mathematics Teachers in Guided Reflection in an Online Community of Practice

    Wilfred W.F. Lau, The Chinese University of Hong Kong, China

    This study sought to engage 20 pre-service mathematics teachers (PMTs) in guided reflection in an online community of practice as they participated in teaching practice. They were invited to... More

    pp. 633-638

  15. Pre-service and In-service Elementary Teachers’ Teaching Plans of Design-based STEM Instruction

    Sheau-Wen Lin, Wen-Chien Hsie, Ya-Ting Lee & Yu-Chih Huang, National Pingtung University, Taiwan

    The purpose of this study was to explore pre-service and in-service elementary teachers’ teaching plans for integrating design-based instruction after participating in a STEM preparation... More

    pp. 639-643

  16. Investigation on conceptions of teaching: An empirical study of Taiwanese student teachers

    Tzu-Chiang Lin, National Kaohsiung University of Science and Technology, Taiwan

    This study aims at investigating teachers' conceptions of teaching science (COTS) and conceptions of teaching science with information and communication technologies (COTS-ICT). Conception of... More

    pp. 644-649

  17. An update on technology and the early childhood classroom: pre-service and practising teachers learning alongside one another

    Jean Macnish, The University of Notre Dame, Australia

    The paper discusses the design and implementation of a research investigation into a schools-university partnership model from 2012 to current. The research is longitudinal and tracks educational... More

    pp. 650-659

  18. The Developmental Paths of In-service Teachers in Specialization Programme for Digital Pedagogy

    Satu Piispa-Hakala & Sini Kontkanen, University of Eastern Finland, Finland; Tiina Korhonen, University of Helsinki, Finland; Marjaana Veermans, University of Turku, Finland

    As identified in previous studies the most common challenge the teachers face is related to the development of teachers' skills and systematic leading of digital change in pedagogy. The... More

    pp. 660-663

  19. The Use of ICT by English Teachers in Public Primary Schools

    José-Luis Ramírez-Romero, Universidad de Sonora, Mexico; Cristian Gomez-Dominguez, University of Sonora, Mexico

    This paper describes the research design and main findings of a study about the use of Information and Communication Technologies (ICT) by English teachers in a municipality in southeastern Mexico.... More

    pp. 664-670

  20. Supporting Language Learners in the Inclusive Classroom: Using UDL and Digital Tools

    Kavita Rao, University of Hawaii at Manoa, United States; Caroline Torres, Kapiolani Community College, United States

    With growing numbers of language learners in the K-12 and post-secondary classrooms, teachers benefit from an understanding of how digital tools can be used in the classroom to support language... More

    pp. 671-675