SITE 2004--Society for Information Technology & Teacher Education International Conference
2004
Editors
Richard Ferdig; Caroline Crawford; Roger Carlsen; Niki Davis; Jerry Price; Roberta Weber; Dee Anna Willis
Table of Contents
Number of papers: 1059
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Distributed-Learning Communities as a Model for Educating Teachers
Chris Dede, Harvard University, United States
Research documents the power of face-to-face learning communities based on a culture in which everyone collaboratively works towards collective understanding. Emerging interactive media such as... More
pp. 3-12
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Today and Tomorrow’s Challenges
Allen Glenn, University of Washington, United States
Understanding technology is like grabbing jello. Just when you think you understand how it might be used in teacher education or the PK-12 classroom, something new bursts onto the scene. As a... More
pp. 13-26
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If Technology is the Answer, What's the Question? Research to Help Make the Case for Why We Use Technology in Teaching
M.D. Roblyer, University of Maryland University College, United States
Over the last two decades, a diverse collection of critics has been building an ever-stronger case for reducing or eliminating the use of technology in teaching. At the same time, technology's... More
pp. 27-38
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Assessment and E-folios Issues
Vicki Napper, Weber State University, United States; Helen Barrett, University of Alaska Anchorage, United States
pp. 39-40
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Assessing the ISTE NETS for Teachers Standards
Helen Barrett, University of Alaska Anchorage & ISTE, United States; Peggy Kelly, California State University San Marcos, United States
Learn about performance-based strategies for demonstrating achievement of the ISTE NETS for Teachers, including web-based basic skills assessments, performance tasks, electronic portfolios, and... More
pp. 41-45
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Differentiating Electronic Portfolios and Online Assessment Management Systems.
Helen Barrett, University of Alaska Anchorage & ISTE, United States
This paper addresses some of the issues of definition, between electronic portfolios and online assessment management systems. It is difficult to conduct comparative research on electronic... More
pp. 46-50
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Symposium on Electronic Portfolios in Teacher Education, Part I
Helen Barrett, University of Alaska Anchorage & ISTE, United States
This symposium will draw together several teacher education programs implementing electronic portfolios to address some key questions around implementation. For the last two years, ISTE's PT3... More
pp. 51-52
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Creating and Implementing a Student ePortfolio Project
Karen Bonsignore, New York City College of Technology, United States
New York City College of Technology (NYCCT) has implemented an ePortfolio project for students in selected career departments. Students design their own career ePortfolios over time in selected... More
pp. 53-55
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Benchmarks for Assessing the Technological Literacy of a Highly Qualified Paraprofessional
Antoinette Bruciati & Maria Lizano-DiMare, Sacred Heart University, United States
Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal... More
pp. 56-61
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Connecticut Blueprint for a NCLB “HOUSSE” in Educational Technology
Antoinette Bruciati, Sacred Heart University, United States
According to the United States Department of Education, teacher quality is one of the most critical aspects of the teaching and learning process. The No Child Left Behind Act of 2001 (NCLB) has... More
pp. 62-69
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The Role of Theoretical Knowledge in Electronic Portfolios
Joanne Carney, Western Washington University, United States
In this paper I present findings of case study portfolio research suggesting that for secondary teachers, taking a theoretical stance on the teaching of one's subject matter may be nearly as... More
pp. 70-75
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Notebooks, Portfolios, and Abilities: The Model of Successful Assessment
Val Christensen, Patricia Gegelman, Larry Grooters & Alan Olson, Valley City State University, United States
Measuring student learning remains a challenging task at every level. At Valley City State University, traditional measures and digital portfolios are the basis for institutional assessment of... More
pp. 76-77
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Large Scale Implementation of Electronic Portfolio in Teacher Education Programs
Kellye Crockett, University of Missouri-Columbia, United States; Gail Ring, University of Florida, United States; David Peloff, Johns Hopkins University, United States
Three electronic portfolio systems used in teacher education programs are compared and contrasted, with emphasis on challenges unique to the large-scale implementation of an electronic portfolio... More
pp. 78-82
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Linking E-Portfolios to Performance Standards and Self-Assessment
Terry Daniels, Wagner College, United States
Abstract: From the time a preservice teacher enters an institute of higher education until they graduate, a large amount of paperwork has been amassed. How do students collect, save and present... More
pp. 83-86
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Using an Authentic Assessment Practice to Inform Learning at the Course and Program Levels
Mary Engstrom & Larry Tentinger, University of South Dakota, United States
This paper will describe the initial development of an authentic assessment process that is being used to (a) assess pre-service students' understanding of technology integration practices and to (... More
pp. 87-89
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Using e-portfolios to assess preservice teachers' achievement
Constance Geier, Northern State University, United States
Preservice teachers at Northern State University have been creating electronic portfolios since 1999. Data collected since then indicate that the e-portfolio can serve as a valid indicator of... More
pp. 90-91
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E-Portfolio Decisions and Dilemmas
David Gibson, National Institute for Community Innovations, United States
The definition of "e-portfolio" covers a wide spectrum of approaches to documentation and assessment, with a correspondingly wide array of differing audiences and purposes. In addition, the unique ... More
pp. 92-99
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Using Collaborative ePortfolios to Reinvent Teacher Education
Douglas N. Gordin, Keith Grueneberg, Mark Laff, Sonia Martinez & R. B. Lam, IBM TJ Watson Research Center, United States
IBM is seeking to help teacher education and professional development through the design of innovative technologies. A far ranging collaboration has been devised incorporating nine primary partners... More
pp. 100-105
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Electronic Portfolios: Steps of the Implementation Process
Doris Grasserbauer, City College of the City University of New York, United States
Electronic Portfolios play an integral role for all universities nationwide, as this is a convenient tool to evaluate students and programs. Nevertheless the implementation process has to be... More
pp. 106-109
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Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning
Christopher Hartmann & Brendan Calandra, Georgia State University, United States
We present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia... More
pp. 110-117