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
Table of Contents
Number of papers: 280
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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
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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
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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
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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
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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
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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
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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
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“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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
