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Society for Information Technology & Teacher Education International Conference

Mar 21, 2016


Gregory Chamblee; Lee Langub

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File: Table of Contents

File: Cover & Title Pages

Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 556

  1. Computational Thinking In Problem Solving and Writing-How We Can Help K-12 Teachers

    Li Xu & Flory Simon, University of Arizona South, United States

    There is a need to include Computational Thinking (CT) in K-12 classrooms. However, what is the best pedagogy for promoting CT to teachers across disciplines is still a research and unanswered... More

    pp. 119-125

  2. Transforming K-12 History Instruction through the Use of Digital Fabrication

    Spencer Austin & Tandra Tyler-Wood, University of North Texas, United States

    This poster reflects the first few months of work on a National Science Foundation grant project (NSF 1510289) that seeks to introduce digital fabrication technology into middle school classrooms. ... More

    p. 126

  3. Establishing STEAM Technology/Maker Labs in Colleges of Education: Challenges, Opportunities, and Lessons Learned

    Jonathan Cohen, Georgia State University, United States; Monty Jones, Virginia Commonwealth University, United States; Shaunna Smith, Texas State University, United States

    This panel will detail efforts at 3 different universities to establish STEAM technology labs/makerspaces. The panelists will discuss the both challenges involved in integrating this technology... More

    pp. 127-128

  4. Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education

    Jonathan Cohen, Georgia State University, United States; W. Monty Jones, Virginia Commonwealth University, United States; Shaunna Smith, Texas State University, United States; Brendan Calandra, Georgia State University, United States

    Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the ... More

    pp. 129-135

  5. Easing Teachers and Students into the 3D Printer Maker Movement

    Nicholas Eastham & Terence Cavanaugh, University of North Florida, United States

    Based on practical experiences, the authors observed that 3D designers follow the Power Rules concerning how many are makers versus how many are users. This paper presents an approach we have used ... More

    pp. 136-142

  6. 3D Digitization in the Classroom: Leveraging 3D Models, No 3D Printer Required

    Shaunna Smith, Texas State University, United States; Jason Trumble, University of Central Arkansas, United States; Claudia Grant, University of Florida, United States

    This roundtable will introduce a variety of free 3D digitization tools that can support student exploration of existing virtual 3D models and creation of virtual copies of 3D objects.... More

    pp. 143-145

  7. Alleviating Pre-Service Teachers’ STEM Anxiety Through the Use of Remote Access Laboratories

    Peter Albion, Ting Wu, Alexander Kist, Lindy Orwin, Andrew Maxwell & Ananda Maiti, University of Southern Queensland, Australia

    Amid calls for greater emphasis on STEM in primary education, non-specialist teachers required to teach STEM subjects are often prone to anxiety as a consequence of their own education including... More

    pp. 146-154

  8. Distance learning: Sustaining support services for online learners

    Gladys Arome, Florida Atlantic University, United States

    Academic institutions recognize the importance of providing student support services to traditional campus-based students, but the most effective and efficient approaches to providing these... More

    pp. 155-158

  9. Practical Solutions to Include Students with Disabilities in Your Online Courses without Giving up Your Weekends

    Angela Bagne, Minnesota State Community College, United States; Michelle Beach, Southwest Minnesota State University, United States

    The majority of higher education online courses in the United States are not fully accessible to students with disabilities. This occurs despite the fact that the number of students with... More

    pp. 159-161

  10. Overcoming Obstacles to Effective Online Instruction

    Jered Borup, George Mason University, United States

    The growth of online learning has placed a strain on universities to provide students with qualified instructors. Not only do potential online instructors need to obtain the skills to teach online,... More

    pp. 162-165

  11. Students’ Perception of Quality across Course Development Models

    Victoria Brown, Florida Atlantic University, United States; David Lewis, University of Miami, United States; Mario Toussaint, Florida Atlantic University, United States

    : Distance learning courses were taught online and grouped based upon the course development model. Students’ perception of course quality was compared given four course development models: 1) by ... More

    pp. 166-171

  12. The Phone Call in the Age of Asynchronous Distance Learning: Old tech as a new form of disruptive technology

    Terence Cavanaugh, University of North Florida, United States

    This paper describes a project that required online students in a graduate program to call their instructor on their smart/cell phone during the first week of class. The reason was to encourage... More

    pp. 172-177

  13. Cloud-based videoconferencing learning environments in Higher Education: The growing pains of synchronous learning in an asynchronous world.

    Deborah Clawson, Michael Korns, Scott Decker & David Piper, Indiana University of PA, United States

    This study examines the use of the cloud-based videoconferencing platform Zoom within the Master of Arts program in Employment and Labor Relations (ELR) at Indiana University of Pennsylvania. The ... More

    pp. 178-184

  14. Encouraging Innovation through Active Learning and Community Building

    Teresa Coffman, University of Mary Washington, United States; Mary Beth Klinger, College of Southern Maryland, United States

    This best practices paper examines the design and implementation of active and authentic learning experiences in two Web hybrid environments with the additional coupling of incorporating community ... More

    pp. 185-191

  15. Developing Authentic Learning in an Online Environment

    Shannon Cooper, Indiana University, United States; Hayley Mayall, Northern Illinois University, United States; Matthew Holley & Scott Renshaw, Indiana University, United States

    Online modules allows students to learn in a self-directed, asynchronous environment. These types of modules provide focused instruction based on individuals’ pace of learning. This study explored ... More

    pp. 192-197

  16. The Accessibility of Online Courses with Digital Literacy

    Cameron Cregler, University of Kansas, United States

    In today’s world the accessibility of information has become more prevalent than ever for people across the world due to the innovation of the internet and web technologies. In higher education... More

    pp. 198-202

  17. Education 3.0: Individualized, Authentic and Connected

    Erin Crisp, Indiana Wesleyan University, United States

    Education 3.0 will be marked by the paradox of individuality and connectedness in authentic contexts. These three ideas, individuality, authentic contexts, and connectedness are foundational to... More

    pp. 203-210

  18. Best Practices for Diverse Learners: Universal Design for Learning Online & Off

    Elizabeth Dalton, Director, Development and Research, TechACCESS of RI, United States; Elizabeth Berquist, Towson University, United States

    In our schools and classrooms today, students waiting (and expecting) to learn - as they have for hundreds of years. But, can you describe the typical classroom? If you hesitate, or feel perplexed ... More

    pp. 211-216

  19. Coordinating a Health Care Clinical Experience for Online Students: A Case Study in Best Practices for Distance Education

    Diane Ernst & Barbara Berg, Regis University, United States

    A major component of online graduate level nursing education is clinical experiences where didactic course learning is applied in health care agency setting associated with the student’s practice... More

    pp. 217-218

  20. The Journey Towards the Creation of an Education Data Repository

    Jacque Ewing-Taylor, University of Nevada, Reno, United States; Shawn Pennell & Sandra Prytherch, University of Nevada, United States

    Currently, there is a global push for access to research data. There is a trend toward creating research data repositories that give scientists and researchers open access for use and re-use of... More

    pp. 219-224