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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. Comparing what matters: Rethinking international indicators of information technology in education

    David Gibson & Jill Downie, Curtin University, Australia; Tania Broadley, Queensland University of Technology, Australia; Peter Wallet, UNESCO Regional Office for Eastern Africa, Antenna in Rwanda, Rwanda

    This roundtable will discuss the development of four aspects for new indicators that compare how information technology is being used in classrooms across the world: 1) evolving mission, methods... More

    pp. 602-613

  2. Tweeting in the Time of Terrorism: Who Participates in a French Hashtag-based Affinity Space, Where, and How?

    Spencer P. Greenhalgh & Matthew J. Koehler, Michigan State University, United States

    Twitter is increasingly seen as a valuable resource for teacher professional development, in part for its ability to facilitate affinity spaces (Gee, 2004) that are accessed through hashtags.... More

    pp. 614-619

  3. The Unique Challenges of Preparing Teachers in the Caribbean to Teach With Technology

    Paula MacKinnon, MindBloom Consulting, Canada; Gregory MacKinnon, Acadia University, Canada

    This paper summarizes the challenges encountered when technology professional development was attempted with teachers in the Caribbean within the context of several initiatives funded by the... More

    pp. 620-623

  4. Analysis of the Features of the Junior and Senior High School Students of Regulated Learning under Asynchronous e-Learning in Japan

    Takayuki Araki, Musashino University, Japan; Ryo Saito & Tatsuya Horita, Graduate School of Information Sciences, Tohoku University, Japan

    This study examined the relevance of several factors in junior and senior high school students to work on collaborative learning in the asynchronous e-Learning. In relation with the learning... More

    pp. 624-631

  5. 2016-17 Special Issues of AACE’s Journal of Online Learning Research

    Leanna Archambault, Arizona State University, United States; Jered Borup, George Mason University, United States; Saro Mohammed, The Learning Accelerator, United States; Rebecca Parks, Mansfield University, United States

    This panel features three special issues from AACE’s Journal of Online Learning Research (JOLR) that have been published during the 2016-17 academic year. During this session, special issue guest... More

    pp. 632-634

  6. SITE Joint SIG Symposia: A Collaboration Between the K-12 Online Learning SIG and Distance Learning SIG: How Higher Education and K-12 Online Learning Research Can Impact Each Other

    Rick Ferdig, Kent State University, United States; Leanna Archambault, Arizona State University, United States; Kerry Rice, Boise State University, United States; Margaret Niess, Oregon State University, United States; Trisha Litz, Regis University, United States; Amy Garrett-Dikkers, University of North Carolina Wilmington, United States; Aimee Whiteside, University of Tampa, United States; Michael Barbour, Touro University, United States; David Marcovitz, Loyola University Maryland, United States; Antoinette Davis, Eastern Kentucky University, United States

    Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses... More

    pp. 635-639

  7. Online Student Teaching with Undergraduate Preservice Teachers

    Kevin J. Graziano & Lori Feher, School of Education, Nevada State College, United States

    School districts across the United States now offer online education. With the evolution of online teaching and learning, it is essential that teacher preparation programs offer online student... More

    pp. 640-648

  8. Blogging and Microblogging for Community Building in a Virtual Field Experience

    Brianne Jackson & W. Monty Jones, Virginia Commonwealth University, United States

    This article describes the construction and implementation of a two-semester practicum for teachers enrolled in a certificate program for K-12 online teaching. This program was developed based on... More

    pp. 649-655

  9. Online Constructivism: Tools and Techniques for Student Engagement and Learning

    Michael Kosloski, Old Dominion University, United States; Diane Carver, Bethel School District, United States

    Teachers strive to maximize learning effectiveness, and one way to improve student success is to help learners discover and construct their own meaning. In the effort to implement such... More

    pp. 656-666

  10. Flipped Instruction in a Blended Learning Environment

    Karen Lackey, University of North Texas, United States

    Flipping is a pedagogical approach in which direct instruction moves from the classroom into a multimedia presentation for each student to individually view at another time, thus replacing the... More

    pp. 667-670

  11. Designing a system to support curriculum design and student learning: understanding by design and flipped classrooms

    Chun-Yi Lin, Tamkang University, Taiwan

    While education systems have begun shifting to a learner-centered paradigm, many middle schools in my local area remain in the teacher-centered paradigm. Taiwan's Ministry of Education recently... More

    pp. 671-676

  12. Innovation in Design of Project-Based Learning for the K-12 Online Context

    Anissa Lokey-Vega, Kennesaw State University, United States; Kimberly Bondeson, Gwinnett Online Campus, United States

    Research-based best practices that employ learning theories such as Project-Based Learning have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been... More

    pp. 677-684

  13. Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study

    Leslie Pourreau & Anissa Lokey-Vega, Kennesaw State University, United States

    This qualitative case study examined professional educators’ beliefs and perceptions about K-12 online teaching endorsement (OTE) practices in the state of Georgia based on interviews with three... More

    pp. 685-691

  14. Effective online learning in New Zealand secondary schools

    Keryn Pratt & Sandra Williamson-Leadley, University of Otago, New Zealand

    Online learning places additional demands on learners, requiring a different kind of support. This paper reports on a design-based research approach to developing a framework aimed at providing... More

    pp. 692-695

  15. Virtual schools are COOL but a hot topic: Exploring the proposed introduction of virtual charter schools in New Zealand

    Keryn Pratt & Sandra Williamson-Leadley, University of Otago, New Zealand

    A proposal is currently with the New Zealand Parliament, suggesting that students in the compulsory schooling sector be able to complete part or all of their schooling online. These online... More

    pp. 696-699

  16. Revising the iNACOL Quality Standards for Online Education: Considerations for Students with Disabilities

    Mary Rice, Jesse Pace & Daryl Mellard, University of Kansas, United States

    To improve service delivery online the proposed presenters undertook a review process to incorporate research and practical understanding about serving students with disabilities into the iNACOL... More

    pp. 700-708

  17. Tech2Teach: Making the Future Ready Shift through a Blended Learning Initiative

    Kenton Smith & Seth Hamilton, MSD Washington Township, United States

    MSD of Washington Township launched a pilot program, Tech2Teach, during the 2015-2016 school year. This program, based on the Future Ready Schools Framework, was designed to connect teachers to new... More

    pp. 709-713

  18. Digital Tools for English Language Learners in Blended Learning Environments

    Anne Wall, Austin Peay State University, United States

    Blended learning takes place when an educational program includes both online learning and face-to-face instruction, and models of blended learning are becoming common in classrooms across the... More

    pp. 714-717

  19. Best Practices in Implementing an Online Learning Program for Elementary Literacy Intervention

    Melissa Warr, Brigham Young University, United States; Nari Carter, Imagine Learning, United States

    Educators face many challenges when integrating technology into school systems. During the 2015–2016 school year, a school district in the Pacific Northwest received a large technology grant to... More

    pp. 718-723

  20. New Zealand teacher educators’ knowledge of and attitudes towards online and blended learning

    Sandra Williamson-Leadley & Keryn Pratt, University of Otago, New Zealand

    Online learning is an increasing feature of New Zealand secondary schools, yet it is largely ignored within current initial teacher education programmes. This research reports on the results of... More

    pp. 724-726