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Society for Information Technology & Teacher Education International Conference

Mar 05, 2017

Editors

Paul Resta; Shaunna Smith

File: Cover & Front Pages

File: File: Cover & Front Pages

File: Table of Contents

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Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 415

  1. The Influence of Coaching Tactic on Workplace Subjective Well-Being and Psychological Capital

    Yi Ping Lin & Shinyi Lin, National Taichung University of Education, Taiwan

    As one medium of on-the-job training (OJT), the coaching tactic has been widely applied in workplace education. This study is to examine how the coaching tactic to administrative associates in... More

    pp. 1108-1113

  2. Whose Job Is It...Anyway??: Examining Factors That Contribute to Successful Employment Outcomes

    Leonard Moore & Kamisha Kirby, NC State University, United States

    The acquisition of gainful employment is arguably the single-most important measure of the success of post-secondary training. The goal of students who elect to pursue higher education is to find ... More

    pp. 1114-1115

  3. Teacher Education to Workforce Education: A TPACK-inspired Workforce Education Program Proposal

    George Semich & John Hineman, Robert Morris University, United States

    Workforce education is most commonly identified with vocational education mainly in trade programs and presently with STEM education primarily for undergraduate populations seeking special... More

    pp. 1116-1120

  4. Mapping the instructional event

    Terence Ahern, Matthew Anderson & Nicholas Bowman, West Virginia University, United States

    The study explores an instructional experience at the tactical level. Basically how does the teacher deploy tactics to realize a particular instructional strategy. With the advent of wearable... More

    pp. 1121-1124

  5. Wearable Technology: It Has a Place in Schools

    Cindy Anderson, Roosevelt University, United States; Anderson Kevin, andersonk@epcusd401.org, United States

    Abstract: Wearable technology presents an opportunity for individuals to improve their standard of living. There are many devices such fit wristbands, smart watches, mood clothing, and even 3D... More

    pp. 1125-1128

  6. Wearable Technology in Schools: Theoretical Support for Practical Implementation

    Stephanie Barbee, University of North Texas, United States

    Wearables are beginning to emerge in the K-12 environment. Research suggests that wearable devices will have a substantial impact in teaching, learning and creative inquiry within the next five... More

    pp. 1129-1132

  7. e-MEMENTO : a smartwatch experiment to investigate rote memorization in the connected age

    Anne-Dominique Salamin & Christophe Hadorn, University of Applied Sciences Western Switzerland (HES-SO), Switzerland

    This article presents the results obtained by a qualitative study aiming at assessing the impact of innovative technologies on rote learning. The study involved students attending courses at... More

    pp. 1133-1140

  8. Reflective Practice: Using Google Drive to Improve the Quality of Learning Experiences during Clinical Teaching

    Phillip J Blacklock & Daphney L Curry, Midwestern State University, United States; Linda K Lilienthal, University of Nebraska Kearney, United States

    Discovering more about the experiences teacher candidates have during clinical teaching provides additional data Educator Preparation Programs (EPP) may use to improve the quality of learning... More

    pp. 1141-1143

  9. Documenting Required Evidence of Activities during Student Teaching Hours and Training Using the Qualtrics Offline App for Students and Supervisors

    Chris Boosalis, Sacramento State, United States; Oddmund Myhre, California State University, Stanislaus, United States; Caroline Turner, Sacramento State, United States

    In California, new California Commission on Teacher Credentialing standards require program administrators to maintain a great deal of documentation and monitoring of student teaching supervision... More

    pp. 1144-1151

  10. Influences of Preservice Teachers Frequent Formative Feedback in a Hybrid Learning Environment

    Laurie O. Campbell & Tracey Planinz, University of Central Florida, United States; Lindsey Pulse, The University of Central Florida, United States

    Abstract: Formative student feedback is often one directional from a teacher to a student. Research indicates that this type of feedback improves student achievement and performance. Little is... More

    pp. 1152-1157

  11. A Process To Develop A Digital Storytelling Electronic Portfolio: Final Reflective Course Assessment

    Larry Ferguson, Norfolk State University, United States

    This presentation is designed to demonstrate the construction of a Digital Storytelling Electronic Portfolio as a final course assessment. The UED 637-90 Curriculum Development and Technology is an... More

    pp. 1158-1159

  12. Fusing Mentorship with Common Core Standards Through Asynchronous Screencasting Feedback

    Luanne Fose & Martin Mehl, California Polytechnic State University, San Luis Obispo, CA, United States

    Spanning the 2015-2016 academic year, Lead Instructional Designer, Luanne Fose, from the Center for Teaching, Learning, and Technology and Communications Studies Senior Lecturer, Martin Mehl,... More

    pp. 1160-1166

  13. Reflections on Classroom Practices

    James Jurica & W. Sean Kearney, Texas A&M University San Antonio, United States

    The purpose of this study was to examine the effect of having student teachers watch a video-recording of a lesson they had taught and if after watching the video the student teachers were more... More

    pp. 1167-1172

  14. Design and Implementation of Student Mastery Data System to Promote Learner-Centered Model of Instruction

    Steve Padere, Carson City School District, United States; Bill Thornton, University of Nevada, Reno, United States; Ricky Medina, Carson City School District, United States

    Policy makers are under increasing pressures to continuously improve student achievement. This paper discusses the design and implementation of an electronic data-based system that supports a... More

    pp. 1173-1178

  15. Ensuring success on the edTPA; the use of webinars in ethical coaching of distance teacher candidates

    Roxanne Pickle, Bemidji State University Minnesota, United States

    In the spring of 2014, the completion of a performance assessment (edTPA) became mandatory for all student teachers in the state of Minnesota. Many "on campus" programs meet during student teaching... More

    pp. 1179-1184

  16. The Alaskan JournEy Portfolio Project

    Hilary Seitz, University of Alaska Anchorage, United States; Jenna Baldiviez & Mindi Vogel, Anchorage School District, United States

    The purpose of this project is to support and facilitate a comprehensive ePortfolio assessment system across K-12 with a focus on Developmentally Appropriate Practices and a way to connect with... More

    pp. 1185-1190

  17. Student-Created Reflective Video as Meaningful Formative and Summative Assessment During Hands-On Learning Experiences

    Shaunna Smith, Texas State University, United States

    This paper examines the use of student-created reflective videos (SCRV) to document hands-on learning experiences, including the degree to which, 1) the technical structure connected multimedia... More

    pp. 1191-1198

  18. Data Driven Decision Making: Integrating Authentic Technologies in Teacher Preparation

    Jason Trumble, Donna Wake & Michael Mills, University of Central Arkansas College of Education, United States

    This presentation describes the efforts of program faculty to support candidates’ data driven decision-making through adoption of two technology-based platforms developed and offered by the state... More

    pp. 1199-1205

  19. Feeding it forward: Examining the Potential Pitfalls of Online Feedback

    Michelle Vaughan & Samantha Uribe, Florida Atlantic University, United States

    This proposal will highlight some of the potential pitfalls that may occur while giving feedback to students in an online setting and how, as teacher educators, we may mitigate some of these issues... More

    pp. 1206-1210

  20. Assessing Students' Success Through Use of ePortfolio

    Diane Wilcox, Sevinj Iskandarova, Oris Griffin & Jane Thall, James Madison University, United States

    This paper describes a study involving the use of ePortfolios in a graduate education program. The purpose of the study was to examine the extent to which the artifacts presented in the ePortfolios... More

    pp. 1211-1214