Society for Information Technology & Teacher Education International Conference
Mar 21, 2016
Editors
Gregory Chamblee; Lee Langub
Table of Contents
Number of papers: 556
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Promotion of Organizational Learning: The Interaction of Teacher Education, Instructional Technology, and Program Evaluation
Jacque Ewing-Taylor, Bill Thornton & Janet Usinger, University of Nevada, Reno, United States
The poster will illustrate a systems theory approach to explain the interdependent relationships among instructional technology, teacher education, and program evaluations. Other key factors,... More
pp. 2008-2010
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Using Emerging Instructional Technologies to Support Students' Development of 21st Century Skills
Timothy Forde, Eastern Kentucky University, United States; Heraldo Richards, Tennessee State University, United States
This presentation examines the importance of reframing the mission and value statements of institutions of higher learning due to the increasingly diverse global society we now live in. Our... More
pp. 2011-2015
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Affordances of Games for Identity Exploration: The case of Land Science
Aroutis Foster & Mamta Shah, Drexel University, United States
This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, ... More
pp. 2016-2023
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Bridging Informal and Formal Learning through a Twitter-Supported Instructional Activity
Fei Gao & Kent Darr, Bowling Green State University, United States
Researchers have called for the need to bridge informal learning and formal learning so as to provide a richer experience for learners. However, few studies have examined how to seamlessly... More
pp. 2024-2030
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Preparing Tomorrow’s Teachers: Effective Integration of MultiTouch devices in Complex Instruction Activities
Laurie Gelles & Ellen Baker, The University of Vermont - College of Education and Social Services, United States
Technology integration plays a large role in preparing pre-service teachers. In a world where people are rarely disconnected from some type of assistive device, it is imperative that we pay... More
pp. 2031-2035
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PowerUp Research Projects for Struggling Students
Tracy Gray & Judith Zorfass, Center on Technology and Disability, American Institutes for Research, United States
This presentation will demonstrate how a combination of evidence-based practices and instructional and assistive technology tools can help struggling students, and those with disabilities, to do... More
p. 2043
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For Every Tweet there is a Purpose: Twitter Within (and Beyond) an Online Graduate Program
Spencer P. Greenhalgh, Joshua M. Rosenberg & Leigh Graves Wolf, Michigan State University, United States
Little is known about the use of Twitter throughout entire degree programs. Graduate degrees in education may be of particular interest for researchers because participants’ variety of roles (e.g.,... More
pp. 2044-2049
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A Beginning Model to Understand Teacher Epistemic Beliefs in the Integration of Educational Technology
Rodney Greer, Auburn University, United States; Jennifer Koran & Lyle White, Southern Illinois University, United States
Teacher beliefs about the nature of the teaching and learning process help teachers define the teaching task, and thus frame how they teach. The purpose of this study included the development of a ... More
pp. 2050-2056
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How the Virtual World is Changing the Landscape of K-12 Education: Cross-Generational Perceptions of Communication and Knowledge Acquisition
Linda D. Grooms, Regent University, United States; Tera D. Simmons, Butler County Schools, United States
The ubiquitous era of technology is vastly expanding the horizon of how we communicate & educate within the K-12 classroom. To create experiences that enhance learning, multigenerational teachers... More
p. 2057
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Discipline Literacy in Science and Math Education: Utilizing Mobile Technologies and Educational Apps in an Inquiry-based Learning Environment
Rita Hagevik, The University of North Carolina at Pembroke, United States; Todd Cherner, Coastal Carolina University, United States
Four faculty members at a major University have been engaged with four rural high needs middle schools in a grant funded project whose purpose is to support content area teachers in the integration... More
pp. 2058-2064
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Examining the Congruency of Factors Influencing K-12 Teacher and Student Perceptions and Use of Emerging Technological Tools in the Classroom
Richard Hartshorne & Laurie Campbell, University of Central Florida, United States
While there are numerous pedagogical benefits of emerging technological tools, the pace of the integration of these tools into the K-12 classroom is slow. This is problematic, as many of the... More
pp. 2065-2066
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Investigating the Impact of Gamified Learning on Post-Secondary Education Student’s Ability to Self-Regulate their Learning
David Hill & Stein Brunvand, University of Michigan-Dearborn, United States
This research project investigates how gamified learning impacts motivation, time management and grade prediction for post-secondary education students. A gamified learning management system (LMS)... More
pp. 2067-2070
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Perceptions of Technology Needs of Pre Service Teacher Education Candidates
Jesse Hinrichs & Amy Bergstrom, The College of St Scholastica, United States
Teachers today are required to understand how to use technology effectively in their classrooms to improve student learning and to help students navigate a global connected world. Technology has... More
pp. 2071-2074
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Teacher Professional Development in the Digital Age: Design Considerations for MOOCs for Teachers
Charles Hodges, Georgia Southern University, United States; Patrick Lowenthal, Boise State University, United States; Michael Grant, University of South Carolina - Columbia, United States
Teachers have shown an interest in learning through massive open online courses. In this paper the authors provide suggestions for the design of MOOC-based professional learning opportunities for ... More
pp. 2075-2081
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Implementing online learning in Nepalese Teacher Education: Faculty use of Learning Management Systems
Monica Johannesen & Leikny Øgrim, Oslo and Akershus University College of Applied Sciences, Norway; Shesha Kanta Pangeni, Kathmandu University, Nepal; Bed Prasad Dhakal, Tribhuvan University, Nepal
QUANTICT is a joint project between two Nepalese and one Norwegian university that aims at developing open and distance learning in teacher education master programs in Nepal that can reach out to ... More
pp. 2082-2094
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The skull and bones of Flipping a course: Case of using iPads in a Performance Based Instructional Design Course to Promote Technology Integration
Natalie Johnson-Leslie & H. Steve Leslie, Arkansas State University, United States
This case study was designed to gather pilot information regarding the experiences of flipping a course by making it an iPad required class. During the fall semester 2 classes were designated iPad ... More
pp. 2095-2100
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Teaching in 21st Century New Learning Ecosystems: Agile PD
Jacqueline Kaminski Mumford, Laci Fiala & Marietta Daulton, Walsh University, United States
This paper addresses a unique design for faculty professional development in a PK-20 (public school and university) collaborative initiative based on AGILE development principles. The training... More
pp. 2101-2107
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Key issues in information technology and teacher training in Canada
Thierry Karsenti, Université de Montréal, Canada
This symposium will focus on various aspects of information and communication technology (ICT) and teacher training in Canada, including both initial training for future teachers and professional... More
pp. 2108-2113
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Key issues in information technology and teacher training in Canada
Thierry Karsenti, Université de Montréal, Canada
This symposium will focus on various aspects of information and communication technology (ICT) and teacher training in Canada, including both initial training for future teachers and professional... More
pp. 2114-2119
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The Effects of Self-Regulated Learning Strategies in Hypermedia Based Educational Environments
Heather Keahey & Robert Wright, University of North Texas, United States
Major theories regarding learning strategies are widely acknowledged and are derived from established research. Many principles which are central to effective learning from basic multimedia... More
pp. 2120-2124
