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Society for Information Technology & Teacher Education International Conference

Mar 21, 2016


Gregory Chamblee; Lee Langub

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 556

  1. Applying Conceptual Change Model in the Professional Development for Online Faculty

    La Tonya Dyer & Liyan Song, Towson University, United States

    Abstract: The purpose of this paper is to present a professional development design that incorporates a conceptual change model for online faculty in higher education institutions. Specifically,... More

    pp. 668-671

  2. Design and Formative Evaluation of an e-Learning Module for Training Teachers to Integrate Technology into Teaching

    Andrew Fitzgerald, Franklin Classical Middle School, Long Beach Unified School District, United States; Stephen Adams, California State University, Long Beach, United States

    We describe the design and formative evaluation of online-based e-learning professional development training module for teachers to develop their knowledge of technology, pedagogy, and content... More

    pp. 672-679

  3. iO Project: Video Reflections to Support Teacher Development – Year II

    Warna Gillies & Randy Hansen, University of Maryland University College, United States

    The authors’ purpose during year two of this study was to confirm results from year one’s examination of teacher candidates’ perceived influence of video reflections on their professional growth.... More

    pp. 680-685

  4. Flipping the Computer Engineering Gateway Courses: A Discussion of the Processes and Results

    Richard Hartshorne, Baiyun Chen, John Edison & Ronale DeMara, University of Central Florida, United States

    Innovations to increase learning outcomes for STEM/ICT disciplines are urgently being sought. At the same time, enrollment increases of students with more varied skill backgrounds present new... More

    pp. 686-689

  5. A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    Pursuing an iterative process of design and assessment, this paper presents Phase 4 of a research project based on the design, develop, and assessment of a preservice secondary teacher technology... More

    pp. 690-697

  6. Building Rigor in the Online Environment: Preparing for Research

    Malia Hoffmann & Catherine Webb, Concordia University Irvine, United States

    In a day and age where online learning is on the rise and expected by most students, rigor is being questioned and challenged. In post graduate programs, specifically online programs at the master’... More

    pp. 698-701

  7. Balancing Theory with Practice: Constructing Authentic and Interactive Learning Opportunities for Graduate Students in a Fully Online Program

    Anne Katz, Armstrong State University, United States

    In order to design curriculum that is relevant, engaging, and meets the needs of professional associations in the field, there is a need to examine how fully online graduate programs in a College... More

    pp. 702-705

  8. Viewing Aspiring Literacy Education Researchers’ Journeythrough Electronic Learning Logs

    Clement Lambert, University of the West Indies, Jamaica

    Abstract: The use of reflective tools for making sense of instructional contexts is well documented. The current paper describes the journey of an instructor and six students who were involved in a... More

    pp. 706-711

  9. Beyond the Degree: Navigating Your Search for an Academic Job

    Elizabeth Langran, Marymount University, United States; Melanie Shoffner, Purdue University, United States; Curby Alexander, Texas Christian University, United States; Jonathan Cohen, Georgia State University, United States; Meghan Manfra, University of North Carolina at Chapel Hill, United States

    Abstract: This panel is tailored for graduate students preparing for and seeking faculty positions. Five current faculty members representing a variety of academic placements will share their... More

    pp. 712-713

  10. Teaching Teachers to Teach Online: How to Implement an Evidence-Based Approach to Training Faculty

    Laura March & James Lee, American University, United States

    This paper provides practical tips on evaluating preparation for distance education programs. Developers of the American University Faculty Online Training Program highlight the challenges and... More

    pp. 714-720

  11. Technology, Models, and 21st-Century Learning: How Models, Standards, and Theories Make Learning Powerful

    David Marcovitz & Natalie Janiszewski, Loyola University Maryland, United States

    This paper describes the variety of educational technology models, how they all fall short in some ways, and how they can be used together to form a powerful integrative model that can be used to... More

    pp. 721-726

  12. Change of Term Recognition and Awareness in Blended Class of JavaScript Programming

    Isao Miyaji, Okayama University of Science, Japan

    A lecture course is provided by projecting slides on contents of the lecture course on a screen and the grammar in textbook and program examples are explained in a lecture course on programming. It... More

    pp. 727-732

  13. From the Ground Up: Establishing an Online Graduate Program in Teacher Education and Inclusive Special Education

    Jason Naranjo, University of Washington-Bothell, United States; Luke Duesbery, San Diego State University, United States; Sara Frizelle, Jody Early & Claire Fraczek, University of Washington Bothell, United States

    The purpose of this brief paper is to show how instructional technologies were used to establish and develop an online graduate level teacher education program in inclusive special education. This ... More

    pp. 733-736

  14. Lessons Learned from a Blended Professional Development Pilot Program Designed to Integrate Literacy and Technology into Primary Classroom Instruction

    Tiffany Ohlson, Heather Monroe-Ossi, Cheryl Fountain & Stephanie Wehry, Florida Institute of Education at the University of North Florida, United States

    The FIE Technology Partners Project (FTPP) is a collaborative practitioner/researcher initiative designed to gain knowledge about how blended professional learning sessions can be delivered and... More

    pp. 737-742

  15. Encouraging Teacher Development of a Personal Learning Network (PLN) in Twitter

    Kevin Oliver, North Carolina State University, United States

    Fourteen teachers enrolled in an online graduate class participated in a nine-week assignment to test the usefulness of Twitter for building a personal learning network (PLN). Most teachers... More

    pp. 743-748

  16. Teaching the Theories and Practices of Instructional Design: A Flipped Classroom Approach for Graduate Students

    Seungoh Paek & Catherine Fulford, University of Hawaii at Manoa, United States

    Teaching students about the principles and procedures of Instructional Design (ID) requires an emphasis on practice. Accordingly, many ID courses rely on project-based learning models. Although... More

    p. 749

  17. Making STEAM Across the Curriculum

    Andrea Paganelli & Cynthia Houston, Western Kentucky University, United States

    The purpose of our research is to explore teachers’ knowledge and attitudes towards the Makerspace model of education in professional development. This qualitative multisite case study is... More

    pp. 750-754

  18. The Twitter Top 5, PLN 3-Point Reflections, The Great Debate, and Deconstructing Monument Valley: Innovative Activities in Online and Blended Graduate Courses

    Julia Parra, New Mexico State University, United States

    Helping the modern educator navigate the ever changing landscape of learning design and technology is challenging but fun! In this poster/demo presentation, I will share three time-tested and... More

    pp. 755-761

  19. A Model for Evaluating Faculty Teaching in a Department of Teacher Education

    Stephen Rodriguez & Sue Elwood, Texas A&M University--Corpus Christi, United States

    This session presents a triangulated model for evaluation of university faculty members in a teacher education department at a highly recognized regional institution. The model incorporates the... More

    pp. 762-765

  20. Real Talk in Virtual Spaces: Examining Faculty Knowledge Sharing Cycles in a Social Virtual World

    Joe Sanchez, Rutgers, The State University of New Jersey, United States

    This paper discusses the pedagogical value of the knowledge sharing cycle of a group of forty-two faculty members in Second Life as part of a multiyear ethnographic study: Becoming: The Evolution ... More

    pp. 766-771