SITE 2002--Society for Information Technology & Teacher Education International Conference
2002
Editors
Dee Anna Willis; Jerry Price; Niki Davis
Table of Contents
Number of papers: 878
-
The dichotomy of the conquering hero: looking for the pedagogy in ICT.
Chris Jones, University of Sunderland, School of Education, United Kingdom
ICT is being taught and teachers have to a greater or lesser extent determined upon the received pedagogies that apply in their institutions. There is something happening; pedagogies exist; but is ... More
pp. 52-58
-
Focus First: Strategic Planning and Front-End Development of an Online Teacher Resource
Cathy Lalli, The Education Alliance, Brown University, United States
This paper addresses the critical steps that contribute to the strategic planning and front-end development of a new Web site. The process included an interdisciplinary team that worked to define ... More
pp. 59-60
-
Teaching multimedia design using the "tri-component" scenario model and associated methods
Jean-Marc Laubin, Université de Valenciennes, France
During the last two years as a project coordinator of computer science students experiments were conducted into the teaching of multimedia design. This has led to the observation that many students... More
pp. 61-65
-
Exploring the "Why?" of Educational Technology
George Mastroyanis, University of Alaska, School of Education, United States
The I.T. skills needed by the students we teach demand experiences which are outside the educational mainstream.... (We need) an education commensurate with each child's ability to learn. (Sandra... More
p. 66
-
Promoting Student Inquiry: WebQuests to Web Inquiry Projects (WIPs)
Dodge Bernie & Philip Molebash, San Diego State University, United States; Randy Bell, University of Virginia, United States; Cheryl Mason, University of North Carolina at Chapel Hill, United States
Abstract: By the earliest definition (Dodge, 1995) a WebQuest is "an inquiry-oriented activity in which most of the information learners work with comes from the web." WebQuests are defined first... More
pp. 67-72
-
Curriculum, Competence, and Confidence: A 3C Approach to Teacher Preparation for Technology-integrated Practice
Michael Nord, Willamette University, United States
Effective teacher preparation addresses issues of curriculum, competence, and confidence. Interactive in technology-integrated classroom practice, these "3C"s should be actively intertwined and... More
pp. 73-77
-
The PDCA Model: A Basic Evaluation Tool
Catherine Offutt, Independent Consultant, United States; Connie Casebolt, University of New Mexico - Gallup Campus, United States
The PDCA model allows any grant-funded project to make a comprehensive bridge between the project logic model to the daily workflow model of managing for success. The PDCA model offers an... More
pp. 78-79
-
Critical Thinking and Electronic Discussion
Margaret Brown, Gregory MacKinnon & Joanne Pelletier, Acadia University, Canada
Certain processes of coding electronic discussions have been shown to improve the quality of argumentation styles in online discussions. This paper addresses a) a teacher education course in... More
pp. 80-84
-
Creative Learning Projects: Technology Immersion, Curriculum Integration
Kecia Ray, Vanderbilt University Medical Center, United States
Scientists at Vanderbilt University Medical Center work in teams each day to conduct valuable medical research. The Sci-Tech Research Project encourages middle or high school students to assume the... More
p. 85
-
Ethics in Technology: Crucial Considerations
Denise Smith & Fidel Salinas, Eastern Illinois University, United States
Ethics in Technology: Crucial Considerations Fidel M. Salinas Ed.D. Denise M. Smith, Ed.D., CCC-SLP This study posits ethical issues in a technological world and their impact on education, ... More
p. 86
-
A New Dimension of Teaching in Digital Learning Environments - Teaching Teachers to Teach Between Schools
David Dibbon & Ken Stevens, Memorial University of Newfoundland, Canada
That teachers are prepared by Faculties of Education to teach in schools is such a well-established platform of teacher education it is seldom questioned. In a growing number of schools though, a... More
pp. 87-91
-
Rubrics for Online Learning Evaluation – Learning, Experiencing, Developing, & Applying
Guillermo Espinosa, ITESM Institute, Mexico; C. Y. Janey Wang, The University of Texas at Austin, United States; Rafael Cota, ITESM Institute, Mexico
This presentation provides information garnered from a post-faculty development workshop survey regarding the use of evaluation rubrics. Rubric discussions at the UT-ITESM faculty development... More
pp. 92-96
-
The Crucial Role of Information Technology and Knowledge-economy for Teacher Education
Tsung-juang Wang, National Taipei University of Technology, Taiwan
This paper describes the current status of restructure development in technological and vocational education. The discussion covers Knowledge economy (K-economy) along with "global village'' needs,... More
pp. 97-98
-
Utilizing 'Blackboard' to Engage Teacher Candidates in Higher-Order Thinking
Saundra Wetig, University of Nebraska at Omaha, United States
Background: Blackboard Today's education landscape is characterized by a greater demand for anytime/anywhere learning. As we move into the 21st century, technology has become a significant part of ... More
pp. 99-100
-
Computers, Technostress and Breathing
Walter Buboltz, Barlow Soper, Tony Young, Lori Lindley & Lamar Wilkinson, Louisiana Tech University, United States
Although technology continues to flourish at an unprecedented pace and influence society, its impact on society and individuals is just beginning to be investigated. As a reult of technology... More
pp. 101-102
-
Technology and Technophobia: Methods for Overcoming
Jonathan Schwartz, Gina Gibson & Lamar Wilkinson, Louisiana Tech University, United States; Walter Buboltz, Lousiana Tech University, United States; Eric Seemann, Louisiana Tech University, United States
The purpose of this paper is to illustrate how technology can lead to the development of technophobia and how individuals can be helped to overcome their technophobia. Implications for the use ... More
pp. 103-104
-
Comparing Themes of Critical Reflection from Face-to-face and On-line Discussion in a Course for Teacher Education Students
Asghar Iran-Nejad & Yuejin Xu, University of Alabama, United States
Electronic discussion is found to be better than face-to-face discussion in promoting equal participation among students and in increasing language ability. However, few studies have been conducted... More
pp. 105-108
-
Internet in Chinese Education, Where to Go?
Robert Zheng, Marian College, United States; John Ouyang, Kennesaw State University, United States
This paper will study (1) the various stages of Internet access in China: from censorship to limited self-autonomy, (2) instructional use of the Internet in China. Case studies will be conducted to... More
pp. 109-110
-
ThinkQuest for Tomorrow's Teachers (T3): A Collaborative Approach to Infusing Technology in 21st-Century Curricula
Hilary Maybaum, ThinkQuest, United States; Susan Eskridge, University of the Pacific, United States; Robert Sibley, ThinkQuest, United States
ThinkQuest for Tomorrow's Teachers (T3) is a collaborative partnership among ThinkQuest -- the award-winning, non-profit educational technology organization -- and a consortium of teacher... More
pp. 112-113
-
Section Introduction - duplicates file submitted by e-mail
Ron McBride & Frank Fuller, Northwestern State University, United States
This is the section introduction for Distance Education, in .doc format. The introduction here is the same as the one e-mailed to Nicole. More
pp. 114-115