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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. Toward a Useable Protocol for Identifying and Evaluating Classroom Ready Online Educational Resources for Social Studies

    Ricky Mullins, David Hicks, Todd Ogle & Evelien Schilder, Virginia Tech, United States; Stephanie van Hover, University of Virginia, United States

    There is an abundance of online educational resources for social studies educators created by private vendors, publishing companies, governmental organizations, universities and schools, and... More

    pp. 2709-2721

  2. Researching Community History Using the Library of Congress Site and Local Resources: A School and University Collaboration

    Sherrie Pardieck, David McMullen & Cantu Dean, Bradley University, United States

    During the 2011-2012 academic school year, a junior high school and university partnership was initiated to create a local history research project. Through a grant, teachers and professors... More

    pp. 2722-2727

  3. Smart Learning Environments: Concepts and Issues

    J. Michael Spector, Univ. of North Texas, United States

    There are two new journals in our field that involve the emerging notion of smart educational technologies. Earlier this year, the Smart Learning Institute at Beijing Normal University sponsored... More

    pp. 2728-2737

  4. Inquiry-based integrative practical activities in China: A professional development arrangement for supporting teachers’ enactment

    Qianwei Zhang, South China Normal University, China; Joke Voogt, University of Amsterdan/ Windesheim University of Applied Sciences, Netherlands; Jan van den Akker, Netherlands Institute for Curriculum Development, Netherlands

    This study explores the effects of a professional development arrangement in which curriculum materials are embedded. The professional development arrangement is aimed at supporting teachers’... More

    pp. 2738-2745

  5. Technology and Language Arts: A good recipe for one adolescent girl!

    Christine Anderson, Western Illinois University, United States; Laura Kieran, Drake University, United States

    Technology interventions encouraged a 14-year old to practice language arts skills at home. A variety of reading and writing games and other technology interventions were used to review discreet... More

    pp. 2746-2755

  6. The Influence of Theory and Technology on Instructional Approaches for Students with Unique Learning Needs

    Kristina Bielskus-Barone, Florida Atlantic University, United States

    While there are many factors that impact instructional approaches for working with unique learners in the classroom, two of the most powerful are the influence of learning theory on the orientation... More

    pp. 2756-2760

  7. Video Modeling

    Kristina Bielskus-Barone, Florida Atlantic University, United States

    Video modeling is a method of instruction that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Types of video modeling include: basic video... More

    pp. 2761-2764

  8. Accurate (TRUE) Present Level of Performance by Documenting Splinter Skills

    Dennis Campbell, University of South Alabama. College of Education, United States; AmySue Reilly, Auburn University, United States

    This paper describes an Alternative Means to Assess Skill Levels (AMASL) that provides teachers with a more truly accurate means to develop more applicable programs for students with low incidence ... More

    pp. 2765-2770

  9. Use of Video Prompting for Inclusion of Students with Intellectual Disabilities

    Kalynn Hall, Florida Atlantic University, United States

    All students with intellectual disabilities are required by law to be considered for the use of assistive technology. One type of assistive technology that has been shown to be effective for this... More

    pp. 2771-2772

  10. Implications of Assistive Technology and Web Accessibility Tools for Improving Outcomes for Students with High-Incidence Disabilities in Postsecondary Education

    Debra Holzberg, UNC Charlotte, United States; Chris O'Brien, University of North Carolina at Charlotte, United States

    The current review of the scholarly literature examines the trends in attendance and success of college students with high incidence disabilities such as Specific Learning Disability. This brief... More

    pp. 2773-2778

  11. Does A Video Lecture Provide Equivalent Learning Outcomes, Compared To A Real Lecture?

    Ju Park & Eun-Joo Kim, Indiana University Northwest, United States

    The participants in this experiment were undergraduate students in Special Education major, at a mid-size public university in New York. In two groups participated, one group had a real lecture... More

    pp. 2779-2782

  12. Evaluating a Program of Teacher Training in Educational Technology and STEM Using Two Measures of TPACK

    Stephen Adams & Elaine Bernal, California State University, Long Beach, United States

    We evaluated a course for training teachers to use educational technologies in science, technology, engineering, and mathematics (STEM) using multiple methods including a Graphical Analysis of... More

    pp. 2783-2789

  13. Achievement Impacts from a K-12 Mathematics Technology Scale-Up Statewide

    Sarah Brasiel, Utah State University, United States; Taylor Martin, O'Reilly Media, United States; Soojeong Jeong, Kevin Lawanto, Clarence Ames & Min Yuan, Utah State University, United States

    Educational technology can support mathematics teachers to develop students’ mathematical understanding and achievement. Despite the recognized benefits, not all technology products are... More

    pp. 2790-2795

  14. Developing Preservice Teachers Technology Integration skills using TPACK

    Ron Caro & Douglas Harvey, Stockton University, United States

    This case study examined the utility in integrating the use of TPACK as a metric in determining the technology integration skills of preservice teachers taking an advanced technology integration... More

    pp. 2796-2801

  15. A Diagnostic Tool to Help Leaders Develop TPACK Ready Teacher Preparation Programs

    Jeffrey Carpenter, Elon University, United States; Kevin Graziano, Nevada State College, United States; Arlene Borthwick, National Louis University, United States; Teresa DeBacker, University of Oklahoma, United States; Elizabeth Finsness, Minnesota State University, Mankato, United States

    College administrators must play a key role in the successful transformation of educator preparation. This presentation addresses the development and use of a diagnostic tool designed for leaders... More

    pp. 2802-2805

  16. Beginning at the End to Maintain Forward Momentum: A Framework for Curriculum Development

    Shelley Cobbett, Dalhousie University, Canada

    “Think left and think right and think low and think high. Oh, the things you can think up if only you try!”(Dr. Seuss). The purpose of this presentation is to outline a framework for curriculum... More

    pp. 2806-2808

  17. Examining TPACK and Technology Integration Decision-making among International Teachers

    Medha Dalal, Dr. Leanna Archambault & Catharyn Shelton, Arizona State University, United States

    This mixed-methods study is situated in the context of a teacher education exchange program in which international secondary school teachers from various countries around the world participate in a... More

    pp. 2809-2814

  18. Distributed and Dynamic TPACK: Evidences from a (Large) Case Study

    Nicoletta Di Blas & Paolo Paolini, Politecnico di Milano, Italy

    The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers... More

    pp. 2815-2821

  19. Gaming the Learning: Making curricular tools such as tests, presentations, and learning activities intrinsically fun

    Angela Dowling, West Virginia UniversitySuncrest Middle School, United States; Terence Ahern, West Virginia University, United States

    “Gaming the Learning” is a process whereby curricular tools such as tests, presentations, and learning activities can be used to enhance the intrinsic fun involved in learning and therefore... More

    pp. 2822-2826

  20. The Impact of Authentic: How Field Experiences and Authentic Projects Influence TPACK Development

    Oliver Dreon & Jennifer Shettel, Millersville University, United States

    This study tracks the evolution of an instructional technology course designed for preservice elementary teachers. Traditionally, the course incorporated assignments where participants’ technical ... More

    pp. 2827-2833