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Society for Information Technology & Teacher Education International Conference

Mar 21, 2016

Editors

Gregory Chamblee; Lee Langub

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File: Table of Contents

File: Cover & Title Pages

Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 556

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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