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Society for Information Technology & Teacher Education International Conference

Mar 26, 2018

Editors

Elizabeth Langran; Jered Borup

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File: Cover & Title Pages

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Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 392

  1. Project VEC Virtual English Corner: An online website for Chilean elementary students and parents to support their EFL learning process

    Katherina Maria Gonzalez & Manuel Hernan Parra, University of Chile, Chile

    In the 21st century, English and technology have become basic skills necessary for the formation of a successful member in society In Chile, different studies have demonstrated that both necessary ... More

    pp. 1231-1236

  2. Collaboration: What Works in the Classroom?

    Keri Phillips Christensen, University of North Texas, United States; Meranda Roy, Unveristy of North Texas, United States

    The goal of this paper is to compile a list of the most commonly used components in creating collaborative learning environments. The following is a list of commonly used components: a culture of... More

    pp. 1237-1243

  3. Developing Maker Activity Models Across the Curriculum

    Andrew Burke, Solomon Schechter School of Westchester, Hartsdale, NY, United States; Stephanie Peborde Burke, Fox Lane High School, Bedford, NY, United States

    STEM/STEAM education has seen major pedagogical investment over the past decade, shaping institutions and curricula even at the national level. The nascent Maker initiative, however, represents an... More

    pp. 1244-1246

  4. Developing a maker-centered professional development program for K-12 teachers

    Matt Caratachea, Virginia Commonwealth University, United States

    There has been increased interest in the possible implications of the emerging maker movement for K-12 education. This brief paper will describe a professional development experience developed to... More

    pp. 1247-1250

  5. Engaging Preservice Teachers in the Makerspace: Embracing the Maker Movement in a Multi-Level Teacher Preparation Program

    Josh Corbat & Cassandra Quinn, The University of North Carolina at Chapel Hill, United States

    This study focuses on integrating the maker movement and makerspaces into two preservice teacher preparation courses. The first course–an undergraduate course at the beginning of the teacher... More

    pp. 1251-1254

  6. Teacher Education in the Makerspace: What Might Makerspaces Afford for Teacher Education Programs?

    Josh Corbat, The University of North Carolina at Chapel Hill, United States

    While the amount of scholarship focusing the maker movement and makerspaces being utilized in formal education is on the rise, research is sparse on their use in teacher education programs.... More

    pp. 1255-1259

  7. “There's Nothing Wrong with Fun”: Unpacking the Tensions and Challenges of Human Centered Design for Learning with Pre-Service Teachers

    Zoe Falls & Justin Olmanson, University of Nebraska - Lincoln, United States

    Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker... More

    pp. 1260-1265

  8. Introduction to 3D Engineering Through Scale Models

    Lesia Lennex & Justin Elswick, Morehead State University, United States

    Scale miniatures can be a gateway to learning engineering skills for 3D modeling Children grades three through nine participated in a half-day, week-long summer camp for gifted and talented... More

    pp. 1266-1268

  9. Placing the Maker Movement in a Historical Context of Instructional Technology

    Michael L Schad, Virginia Commonwealth University, United States

    It is the aim of this paper to present a historical narrative of the field of Instructional Technology (IT) while placing the Maker movement within this historical context. The historical synopsis... More

    pp. 1269-1272

  10. Art Ed Maker PD Experience: Impacts of an Immersive Professional Development For “Making” STEM Connections In K-12 Art Classrooms

    Shaunna Smith, Texas State University, United States

    This mixed methods project examined the impact of an eight-month Art Ed Maker PD experience focused on STEM-infused “maker” activities using New Media Arts, specifically looking at the ways in... More

    pp. 1273-1281

  11. Teacher PD for Emerging Technologies: 3D Printing Projects & Makerspaces

    Torrey Trust & Robert Maloy, University of Massachusetts Amherst, United States

    Both 3D printing projects and makerspaces foster new experiences that let students drive and create their learning process. Yet, as with any emerging development in education, teachers often... More

    pp. 1282-1286

  12. Geospatial technologies in mainstream classrooms: A brief examination of pedagogical diffusion

    Thomas R. Baker, Esri, United States

    This paper examines the development and advancing use of a mainstream curricular solution intended to support standards-based classroom teaching and learning with geospatial technologies With over ... More

    pp. 1287-1295

  13. Explorations of Google Cardboard 3D Virtual Reality as Geospatial Technology for Education

    James Oigara, Canisius College, United States

    Virtual Reality (VR) is an emerging possibility for delivering educational content and experiences to students. Today VR has evolved; the technology is mainstreamed, inexpensive, and more... More

    pp. 1296-1300

  14. Development of a Joint School Librarian/Technology Specialist MA

    Cindy Anderson & Barbara Anderson, Roosevelt University, United States

    The separate roles of school media specialist and technology specialist in today’s schools are beginning to blurr in their distinct responsibilities toward students. This presentation will outline... More

    pp. 1301-1303

  15. Meeting Students Where They Are: Library Orientation & Augmented Reality an Exploratory Case Study

    Anjum Najmi, Texas A&M Commerce, United States

    Librarians have engaged students in creative ways to orient them to library programs and services. Outreach is best undertaken when students arrive on campus for their first year. Augmented reality... More

    pp. 1304-1308

  16. Self-Perception of Digital Information literacy skills among first year students

    Efrat Pieterse & Zehava Santo, Western Galilee College, Israel; Riki Greeberg, Haifa University and Bar-Ilan University, Israel

    Information literacy is an essential proficiency to succeed in academic studies, whilst many first year students find it hard to develop academic information literacy for their studies The study... More

    pp. 1309-1316

  17. Student Perceptions of Features that Contribute to Their Successes in Online Courses

    Michelle Beach, Paulette Stefanick & Debbie VanOverbeke, Southwest Minnesota State University, United States

    Abstract: This survey research study conducted with undergraduate and graduate education students investigated students' perceptions of the features students believed were very important to their... More

    pp. 1317-1321

  18. Typography to Improve Attentive E-Learning

    Erik Bean, American Public University, United States

    Many of life’s greatest experiences seem to go better when pairs complement one another. For example, great marriages, company mergers, and tasty food like peanut butter and jelly. The same can be ... More

    pp. 1322-1325

  19. 6 Easy-to-Use Tools for Creating Social Presence in Online Courses

    Tammy Brown, Patricia Arter & Amy Paciej-Woodruff, Marywood University, United States

    This session will focus on practical ways to address a common complaint of online learners: "I feel like I'm teaching myself." Rooted in the Community of Inquiry Framework, the purpose of the... More

    pp. 1326-1328

  20. Fueling and Personalising The Deep Learning Journey: Victoria’s Department of Education and Training’s Capacity Building Model

    Deirdre Butler, Dublin City University, Institute of Education, Ireland; Lynn Davie, Department of Education and Training, Victoria, Australia

    This paper describes an innovative model of capacity building that evolved to support teachers as they engaged with the New Pedagogies for Deep Learning initiative (2013 to date) Victoria’s... More

    pp. 1329-1338