Society for Information Technology & Teacher Education International Conference
Mar 26, 2018
Editors
Elizabeth Langran; Jered Borup
Table of Contents
Number of papers: 392
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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
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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
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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
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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
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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
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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
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“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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
