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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. Evaluating the Effectiveness of a Personalized, Pedagogy-Based Technology Professional Development Model in Teacher Preparation Programs

    Maegan Slaten Biehn & Margaret Rice, University of Alabama, United States

    This paper is a report on the findings of a qualitative study to evaluate the effectiveness of a pedagogical-based, personalized, professional development model to promote effective technology use ... More

    pp. 772-777

  2. Classroom Management: What they Didn’t teach you in college – How to eliminate unruly behavior and get back to instruction.

    Laura Wilson, Indiana University of Pennsylvania, United States

    This session is for improving the climate and expectations of the classroom by changing expectations. By utilizing proven techniques and clear expectations teachers can reclaim their classroom and ... More

    pp. 778-779

  3. Andragogy in Action: Preparing Organizational Leaders as Scholar-Practitioners

    Adrian Zappala, Peirce College, United States

    This Best Practices session will discuss the frameworks employed by a master’s level degree program in Organizational Leadership and Management in preparing future leaders of diverse organizations ... More

    p. 780

  4. Web-based Blended Teaching in ESL Culture Course the Instructional Contents, Strategies and Assessment Methods

    Yulan Duan, Chongqing University of Science and Technology, China; Chia-Jung Chung & Brittney LeBlue, California State University, Sacramento, United States

    The traditional ESL culture course teaching is now facing lots of challenges and has to make some changes to meet the needs of the society and students. The web-based blended teaching combines the ... More

    pp. 781-785

  5. From Course to Classroom: Preservice Teachers’ Understandings and Implementation of Global Education Lessons

    Krista Ruggles, Mary Risner, Swapna Kumar & Heather Brown, University of Florida, United States

    As students in K-12 schools become increasingly diverse, there is a need for teachers who are globally competent, understand other cultures and educational systems, and can use innovative teaching ... More

    p. 786

  6. Writing and Reading Preferences for Student Learning in a Paperless Classroom

    Miri Shonfeld, Kibbutzim College and Mofet, Israel; Hagit Meishar-Tal, Holon Institute of Technology, Israel

    The purpose of this research which took place in a "paperless classroom" school was to examine the students' reading and writing preferences in various contexts. A questionnaire was distributed... More

    pp. 787-792

  7. “3s Card” for Short Presentation and Active Learning

    Hitoshi Susono, Mie University, Japan; Katsuhito Yamamura, Yushu Elementary School, Japan; Shotaro Hoda & Tsutomu Shimomura, Mie University, Japan

    Paper-based ”3s Card” was proposed for students to make a presentation for a few minutes. Students prepare one title and three items on the A4-sized 3s Card for short presentation. We introduced... More

    pp. 793-796

  8. Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action

    Joke Voogt, University of Amsterdam, Netherlands; Kwok Wing Lai, University of Otago, New Zealand; Gerald Knezek, University of North Texas, United States; Peter Albion, University of Southern Queensland, Australia; Jo Tondeur, Ghent University, Belgium; Alona Forkosh-Baruch, Tel-Aviv University, School of Education, Israel; Miri Schönfield, Kibbutzim College of Education, Technology and the Arts?, & MOFET Tel Aviv, Israel; Thérèse Laferrière, Laval University, Canada; J. Michael Spector, University of North Texas, United States; Punya Mishra, Michigan State University, United States; Petra Fisser, Netherlands Institute for Curriculum Development Netherlands, Netherlands; Danah Henriksen, Arizona State University, United States; Rhonda Christensen, University of North Texas, United States; Paul Resta, University of Texas, United States; Mike Searson, Kean University, United States; Charoula Angeli, University of Cyprus, Cyprus

    EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in... More

    pp. 797-799

  9. Teacher's Concern about Inclusive Education

    Chia Jung Yeh, East Carolina University, United States; Ajay Singh, Murray State University, United States; Chih-Hung Chung, Tamkang University, Taiwan; Ajay Kumar Das, Murray State University, United States

    This research study examines the extent to which school teacher’s perception about inclusive education and training needs of regular public school teachers in Kaohsiung City, Taiwan in order to... More

    pp. 800-803

  10. Transforming Teacher Education through Transdisciplinary Projects: Different Cultures Similar Issues

    Melda Yildiz, Walden University, United States; Adalheidur Reed, Texas Wesleyan University, United States; Miri Shonfeld, Kibbutzim College and MOFET, Israel; Amy Eguchi, Bloomfield College, United States; Kristine Scharaldi, Unite to Educate, United States

    This panel aims to advance transformative critical pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while developing a transformative... More

    pp. 804-808

  11. Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers

    Michael Barbour, Sacred Heart University, United States; Tom Clark, Clark Consulting, United States

    Michigan Public Act 60 (2013) tasked Michigan Virtual University, through its Michigan Virtual Learning Research Institute, to “research, develop, and recommend annually to the department criteria ... More

    pp. 809-815

  12. Evaluation and Approval Constructs For K-12 Online and Blended Courses and Providers

    Michael Barbour, Sacred Heart University, United States; Tom Clark, Clark Consulting, United States

    Public Act 60 (2013) of the Michigan Legislature tasked Michigan Virtual University, through its Michigan Virtual Learning Research Institute, to “research, develop, and recommend annually to the... More

    pp. 816-824

  13. Cyber School Teacher Perceptions of Learner-Learner Engagement

    Jered Borup, George Mason University, United States

    Little research has examined how cyber high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online ... More

    p. 825

  14. Examining Parental Engagement at a Cyber High School

    Jered Borup & Mark Stevens, George Mason University, United States; Lisa Hasler Waters, Flint Hill School, VA, United States

    As enrollments in full-time online charter schools grow, it becomes increasingly important to understand how parents are engaging in their students’ learning. In this case study we addressed this... More

    p. 826

  15. Computer Based Instruction to Serve Individual Accommodations in Full Class Settings

    Michelle Raegan Hall, University of North Texas - PhD student Learning Technologies, United States

    Teachers across the United States struggle under growing legal requirements for individualized instruction as classroom enrollment continues to rise. There is abundant information and training on... More

    pp. 827-830

  16. A Comparison of Classrooms of Tomorrow (COT) and 1:1 Classrooms and Associated High School Student Learning Outcomes

    Tina Heafner & Ponscheck Ashley, University of North Carolina at Charlotte, United States

    This study examines how teaching and learning are different based on classroom technology resources available to K-12 teachers and students. Objectives of the study are to: richly describe how... More

    pp. 831-838

  17. A University's Approach to Preparing Teaching Candidates for Blended and Online Settings

    Jayme Linton, Lenoir-Rhyne University, United States

    Teaching candidates at Lenoir-Rhyne University learn, evaluate and apply blended learning methods by completing a blended methods course and a blended practicum during their senior year. A... More

    p. 839

  18. Preparing Teachers for Quality Online Teaching

    Jayme Linton, Lenoir-Rhyne University, United States

    As schools and districts transition to offering online courses for K-12 learners, teacher educators must work to prepare teaching candidates for transitioning to a new teaching and learning... More

    pp. 840-843

  19. Establishing Presence and Community in the Online Classroom

    Brianne Leigh Moore-Adams, Virginia Commonwealth University, United States; Sarah Warnick, Virtual Virginia, United States

    Online learning creates a unique environment in which teachers are expected to form relationships with students that are not within their physical proximity. These expectations create specific... More

    pp. 844-849

  20. Personalize Your Professional Learning...REALLY!

    Rebecca Parks, Ph.D., Teaching Today's Teachers, United States

    Online and blended education in the K-12 environment has grown considerably throughout the past two decades. This surge in digital learning has called for an additional set of pedagogical and... More

    p. 850