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SITE 2005--Society for Information Technology & Teacher Education International Conference



Caroline Crawford; Roger Carlsen; Ian Gibson; Karen McFerrin; Jerry Price; Roberta Weber; Dee Anna Willis

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Table of Contents

This conference has 2 award papers. Show award papers

Number of papers: 856

  1. Recognizing (Almost) Invisible Gender Bias in Technology Use and Teacher-Student Interactions

    Alice Christie, Arizona State University, United States

    This paper examines my role as teacher/researcher in perpetuating or trying to eliminate gender bias from my interactions with elementary school students. This descriptive study of a teacher... More

    pp. 742-749

  2. Technology Access and Use at School and Student Academic Achievement

    Byron Havard, Mississippi State University, United States; Jianxia Du, Mississippi State University, United States

    The purpose of this study was to examine the Equality of Educational Opportunities (EEO) as it relates to the availability and usage of technology. The Education Longitudinal Study 2002 (ELS:2002) ... More

    pp. 750-753

  3. Building a technology-enhanced bridge over the content areas for English Language Learners

    Sei-Hwa Jung, Ying Zhang & Rebecca Oxford, University of Maryland, United States

    This presentation aims to share our experiences in creating technology-enhanced, content-based materials for English Language Learners. The presenters discuss what motivated us to integrate... More

    pp. 754-755

  4. New Immigrant and Low-Income Parent and Student Voices on Technology

    Davina Pruitt-Mentle, University of Maryland, United States

    Abstract: Results and educational implications from this research project exploring new immigrants and low-income parents and students voices on the relative utility of educational technology,... More

    pp. 756-763

  5. Digital Equity, Social Justice and Teacher Education, Part 2

    Kevin Rocap, LIU, Brooklyn, United States; Versonya DuPont, LIU Brooklyn, United States; Bonnie Bracey, Thornburg Center & GLEF, United States

    Federal policies, urban/rural realities attest to what overwhelming numbers of children, youth and families experience daily in the U.S., that savage inequalities persist in public education and... More

    p. 764

  6. Digital Equity, Social Justice and Teacher Education, Part 1

    Kevin Rocap, LIU, Brooklyn, United States; Versonya DuPont, LIU Brooklyn, United States; Bonnie Bracey, Thornburg Center & GLEF, United States

    Federal policies, urban/rural realities attest to what overwhelming numbers of children, youth and families experience daily in the U.S., that savage inequalities persist in public education and... More

    pp. 764-763

  7. Using Technology to Scaffold the Development of Reflective Practitioners: A Model of Pre-Service Teacher Education

    Susan Marie Rumann & D. Brian Cochrane, Southern New Hampshire University, United States

    This roundtable discussion is centered on the examination of teaching practices through a video case approach. This practice is initiated at the entry level of the teacher education program. In a... More

    pp. 765-766

  8. Equity Strategies Required in Computer Science Curriculum

    Dorian Stoilescu, University of Windsor, Canada

    This paper focused on gender imbalance in the computer science field. Comparisons between genders are considered for high school, university and after graduation in computer science disciplines.... More

    pp. 767-773

  9. Digital Divide Priorities: Focused Research and Affordable Solutions

    Sandra Sutton Andrews, Samuel DiGangi & Angel Jannasch-Pennell, Arizona State University, United States

    Early digital divide studies focused on demographics and participant benefits, in an effort to identify the nature of the population on the other side of the divide, as well as to determine whether... More

    pp. 774-776

  10. Striving for Digital Equity with Culturally Relevant Content

    Kenneth Warren & Heather Tillberg, University of Virginia, United States

    Discussions of digital equity often focus on quantifiable issues such as computer hardware, software and Internet access. Studies investigating computer use in the classroom report disparities with... More

    pp. 777-780

  11. Digital equity through Educational Learning Technologies:Changing the status quo

    Eurvine Williams & David Rutledge, New Mexico State University, United States

    Social capital and wealth make a formidable enemy in relation to developing and establishing digital equity through learning technology integration in the curriculum. It is very clear that might... More

    pp. 781-786

  12. Designing Accessible Educational Web Sites

    Steve Chi-Yin Yuen, The University of Southern Mississippi, United States; Patrivan Yuen, William Carey College, United States

    The Web offers an unprecedented tool for teaching and learning. It provides unparalleled access to local, national, and global educational resources through the use of hypertext links and... More

    pp. 787-793

  13. What is the Lived Experience of a PowerPoint© Presentation for Students?

    Catherine (Cathy) Adams, University of Alberta & Grant MacEwan College, Canada

    PowerPoint has been suffering more than a few detractors as of late. On the heels of Tufte declaring PowerPoint "evil," the Columbia Accident Investigation Board partially implicates NASA's... More

    pp. 794-799

  14. The knowledge-building oriented virtual practicum

    Stephane Allaire & Therese Laferriere, Laval University, Canada

    When preparing to do their student teaching in a knowledge building classroom student teachers must understand enough in advance of and during their time in such classrooms for their learning and... More

    pp. 800-804

  15. Can a Technology Grant from the National Academy Foundation Begin to Make a Difference for Minority Students in an Urban High School?

    Frances Bailie, Iona College, United States

    The challenge of improving career opportunities in technology for minority students bears particular relevance in the face of predictions of vast increases in technology related positions and... More

    pp. 805-811

  16. Addressing Barriers to Technology Integration: A Case Study of Teachers in a Rural School

    Beth Coghlan, Delta State University, United States; Dwight Hare, Mississippi State University, United States

    Researchers have indicated that teachers face four main barriers to technology integration in their teaching: tools, time, training, and support. The purpose of the case study was to examine the... More

    pp. 812-814

  17. Technology Induction: An Evaluation of the Tools for New Teachers Program

    Suzy Cox & Charles Graham, Brigham Young University, United States

    The use of technology is a major issue for today's teachers. Many school districts have created professional development programs to help their teachers learn to use the technologies available to... More

    pp. 815-819

  18. The Impact of Modeling on Technology Training: An Evaluation of Methods in an Induction Program

    Suzy Cox, Brigham Young University, United States

    How do you teach teachers to use technology? One possibility is the use of modeling to demonstrate how technology can be incorporated into learning the core curriculum. In this study,... More

    pp. 820-824

  19. The evaluation of technology-related professional development, Part 2

    Niki Davis & Ann Thompson, Iowa State University, United States

    In the U.S. the Enhancing Education Through Technology (EETT) program provides support to states for improving student academic achievement through the use of technology in elementary and secondary... More

    pp. 825-830

  20. Harnessing Video Technology to Support “Anytime Anywhere” In-Service Professional Development: A Project in Progress

    Christina Dehler, Cal Poly Pomona, United States

    In 2002, a large school district located in Southern California was the recipient of a $1.7 million grant funded by the US Department of Education, Ready To Teach Program. The goal of the district'... More

    pp. 831-836