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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. Effective Technology Professional Development: A Systematic Review

    Zeynep Yurtseven Avci, Boston College, Eskisehir Osmangazi University, United States; Laura O'Dwyer, Boston College, United States

    The change-oriented structure of the knowledge economy of the 21st Century adds new dimensions and components to the already uncertain and complex construction of teacher professional development. ... More

    pp. 2455-2460

  2. Integrated spreadsheets as a paradigm of Type II technology applications in mathematics teacher education

    Sergei Abramovich, State University of New York at Potsdam, United States

    The paper presents the use of spreadsheets integrated with digital tools capable of symbolic computations and graphic constructions in a master’s level capstone course for secondary mathematics... More

    pp. 2461-2466

  3. An Examination of Pre-Service Mathematics Teachers’ Levels of Technology Implementation

    Ahmet Oguz Akcay & Melissa Boston, Duquesne University, United States

    The aim of this study is to examine pre-service teacher (PST) s’ level of technology implementation. In this study, the Levels of Teaching Innovation (LoTi) Digital Age Survey (Learning Quest, 2011... More

    pp. 2467-2471

  4. Using Technology to Think Critically about Mathematical Content

    Kristen Apraiz & Krista Ruggles, University of Florida, United States

    This session will describe a mathematics and technology assignment completed in an elementary teacher education program through the collaboration between the instructor of an elementary mathematics... More

    pp. 2472-2474

  5. Interactive Whiteboards Research and the Mathematics Classroom: A LearnTechLib Review

    Gregory Chamblee, Georgia Southern University, United States

    This paper summarizes Interactive WhiteBoard mathematics-related research published in LearnTechLib.org from 2000 - present. Interactive WhiteBoards (IWBs) continue to be a technology used in the... More

    pp. 2484-2489

  6. The Process, Strengths, and Challenges of Utilizing Technology to Enhance Teacher Professional Learning During MC2 MathLab™

    Derek Chase, Mitch Fowler, Sherwin Lau, Sara Morales & Karin Wiburg, New Mexico State University, United States

    Mathematically Connected Communities (MC2) MathLab™ is a week-long experience that situates professional learning for teachers and administrators in K-12 classroom practice by utilizing live video-... More

    pp. 2490-2496

  7. Best Practices: Lessons Learned From an Online Statewide Collaborative Master's in Mathematics Education Program

    Darryl Corey, Laura Jacobsen, Agida Manizade, Anthony Dove, Roofia Galeshi & Rayya Younes, Radford University, United States

    Professional development is the most significant tool available to directly impact the instructional effectiveness of teachers (Loucks-Horsley, et al., 1999). Loucks-Horsley, et al. (1998)... More

    pp. 2497-2498

  8. High-Impact Learning Strategies in Mathematics Education

    Dr. Antoinette Marie Davis, Eastern Kentucky University, United States

    In the study of mathematics, it is important to note that students learn in various ways. Some students learn best when working together while other students prefer to work alone. No matter what,... More

    pp. 2499-2505

  9. Teacher Education the New Responsibility: Preparing Pre-service Teachers to use Instructional Technology

    Janet M Herrelko, University of Dayton, United States

    Knowledge of instructional software programs that can meet curricula objectives, motivate and engage students in problem-based learning/inquiry is essential for teachers. School districts grapple ... More

    pp. 2506-2510

  10. Teaching a Mathematics Education Course via Distance with ASSURE Model

    Hsing-Wen Hu, University of Alaska Anchorage, United States; Grant Sasse & Wei-Ying Hsiao, University of Alaksa Anchorage, United States

    This study investigated sixty-eight elementary pre-service teachers’ capacity of transferring their pedagogical content knowledge into the math classroom. An independent sample t-test comparison... More

    pp. 2511-2516

  11. Moving online: Challenges and successes of transforming mandated professional development from an in-person to hybrid model

    Gwyneth Hughes, Michele Carney & Jonathan Brendefur, Boise State University, United States

    In this paper we describe the process of moving a 45-hour, mandated, in-person professional development course into a 70% online, 30% in-person format. We address various challenges that arose... More

    pp. 2517-2523

  12. Developing Whole: A Fraction Game from Theory to Prototype

    Lorraine Jacques, John Jay Jacobs, Justin Henline & Robert Fabrizio, Clemson University, United States

    This paper describes the process that our team used to create a math game that addressed conceptual understanding. We chose to address fraction magnitude and addition in a way that complements CRA ... More

    pp. 2524-2527

  13. Preservice Secondary Mathematics Teachers’ Beliefs and TPACK

    Somin Kim, University of Georgia, United States

    This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological... More

    pp. 2528-2530

  14. Fingu - A game-based learning environment for development of flexible arithmetic competence

    Berner Lindström, Universiy of Gothenburg, Sweden; Ingemar Holgersson, Kristianstad University, Sweden; Wolmet Barendregt, University of Gothenburg, Sweden

    One of the key goals for mathematics education around the world is to ensure all children’s proficiency with numbers and more generally to have a flexible and adaptive understanding and knowledge... More

    pp. 2531-2538

  15. Conceptual and procedural understanding of students’ algebra concepts in secondary school mathematics

    Abdela Atisso Mohammed, Wachemo University, Ethiopia

    The purpose of this study is to investigate the effects of conceptual and procedural understanding focused instructions on secondary and preparatory students’ algebra performance, compared to the... More

    pp. 2539-2543

  16. Examining the Efficacy of a Technology Enhanced Clock-Reading Instructional Protocol

    Timothy Pelton & Todd Milford, University of Victoria, Canada; Leslee Francis Pelton, University Of Victoria, Canada

    In this paper we share our results from a pilot study designed to support the validation of a technology enhanced instructional protocol for clock-reading. This protocol integrated appropriate... More

    pp. 2544-2549

  17. “Panopto” for Lecture Capture – a First Time User’s Perspective

    Tanvir Prince, Hostos Community College, City University of New York, United States

    In the fall 2015, for the first time, I have used “Panopto” for capturing my lecture in the Differential Equation class. In this short paper, I describe my personal journey of how I used this as a ... More

    pp. 2550-2565

  18. Teaching Asset-Based Math Lessons Using Technology to Young Learners

    Catherine Rudner & Morgan Wendland, University of Florida, United States

    The purpose of this poster presentation is to share the experiences of two teacher candidates participating in a technology-focused inquiry study at a large research university. The central focus... More

    pp. 2566-2568

  19. One Room - Five Screens: An Interactive Learning Space for Future Math Teachers

    Kathryn Shafer & Brandi Kaiser, Ball State University, United States

    The physical layout and technological affordances of traditional classrooms support a lecture format. As a result, implementing teaching strategies that promote a high level of engagement with the ... More

    pp. 2569-2571

  20. Connecting in-service teachers with research for incorporating technology into mathematics education

    Liliana Suarez-Tellez, Instituto Politécnico Nacional - CGFIE, México., Mexico; Blanca Ruiz-Hernandez, Instituto Tecnologico de Monterrey, Mexico; Mercy Lili Pena-Morales, Universidad de Victoria, Canada; Amaranta Martinez-De la Rosa, Instituto Politecnico Nacional, Mexico

    Seminario Repensar las Matemáticas (SRM) is a mathematics teacher’s professional development project implemented by the National Polytechnic Institute (Mexico, DF). The SRM is an online seminar... More

    pp. 2572-2575