You are here:

Society for Information Technology & Teacher Education International Conference

Mar 26, 2018

Editors

Elizabeth Langran; Jered Borup

Search this issue

File: Cover & Title Pages

File: Table of Contents

Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 392

  1. The Digital Learning Framework: What Digital Learning can look like in Practice, An Irish Perspective

    Deirdre Butler, Dublin City University, Institute of Education, Ireland; Michael Hallissy & John Hurley, H2 Learning, Ireland

    This paper describes the evolution of a Digital Learning Framework (DLF), designed and developed to help Irish schools embed digital technologies more deeply into their practice A census of digital... More

    pp. 1339-1346

  2. i-MARSI iPad Metacognitive Awareness of Reading Strategies Inventory: Using an Inventory to Survey Students Cognitive Monitoring of Strategies

    Victoria Cardullo, Auburn University, United States; Nance Wilson, SUNY Courtland, United States; Vicky Zygouris-Coe, University of Central Florida, United States; Chih-hsuan Wang, Auburn University, United States

    Appropriate metacognitive reading strategies while reading text using digital devices such as the iPad can lead to successful navigation and negotiation of comprehension. However, the relationship ... More

    pp. 1347-1356

  3. The Role of Reflection in Teacher Education

    Tina Chaseley, Northern Arizona University, United States

    Because reflection has become a guiding principle of teacher professional growth and development and is represented in numerous national association standards, this paper will explore development... More

    pp. 1357-1363

  4. Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills

    Li Chen, Kyushu University, Japan; Hirokazu Uemura, Fukuoka Prefectural Itoshima High School, Japan; Yoshiko Goda, Kumamoto University, Japan; Fumiya Okubo, Yuta Taniguchi, Misato Oi & Shin’ichi Konomi, Kyushu University, Japan; Hiroaki Ogata, Kyoto University, Japan; Masanori Yamada, Kyushu University, Japan

    Collaborative Problem Solving (CPS) skills are essential in education and in the 21st century workforce. CPS involves two main domains: the social domain (e.g., communication or cooperation) and... More

    pp. 1364-1369

  5. The Perceived Intrinsic Value on English Learning in a Wearable 3D Virtual Reality Environment

    Yu-Li Chen, Department of Applied Foreign Languages, Lunghwa University of Science and Technology, Taiwan; Chun-Chia Hsu, Department of Cultural Creativity and Multimedia Desig, Lunghwa University of Science and Technology, Taiwan

    Education transformation is inevitable in the contemporary era due to the evolution of technology. Educators should ponder the issues of what to teach, how to teach and, how to evaluate along with ... More

    pp. 1370-1373

  6. Toward a Framework of Embodiment and Social Presence in Synchronous Hybrid Learning Environments: An Instructor Perspective

    Cui Cheng, John Bell & Haixia Liu, Michigan State University, United States

    Synchronous hybrid learning environments refer to contexts where remote participants join face-to-face classes in real time through the use of synchronous interaction technologies. Universities are... More

    pp. 1374-1383

  7. Student Expectations and Patterns of Instructional Activities with iPad-Cart Integration in Multi-School Secondary Classrooms

    C. Candace Chou, University of ST. Thomas, United States; Lanise Block, University of St. Thomas, United States

    Tablets and lightweight laptops have become commonplace in the K-12 classrooms Previous studies have shown mixed results on the effectiveness of these mobile devices for one-to-one learning Based... More

    pp. 1384-1392

  8. An investigation of change on career decision and professional identity of pre-service teachers during teaching practice

    Hatice Cilsalar, Bozok University, Turkey

    Teacher candidates gain most of their teaching experiences at teaching practice course which is the most critical part of their teacher education programs. During these experiences, students can... More

    pp. 1393-1398

  9. Using Information Technology to Prepare Students for edTPA Teacher Performance Assessment

    Carol Ciotto & Claude Abbott, Central CT State University, United States

    This presentation shows how two Central CT State University Departments created a collaborative partnership to create an online learning experience through the integration of Information Technology... More

    pp. 1399-1402

  10. A Simulated Classroom: A Multi-University Study Evaluating simSchool’s Effectiveness on the Educational Needs of Diverse Learners

    David Collum, Missouri Baptist University, United States; Vickie Johnston, Florida Gulf Coast University, United States; Brooke Blanks, Radford University, United States; Timothy Delicath, Missouri Baptist University, United States

    In order to develop practitioners who can serve all learners, teacher education programs must prepare teacher candidates to enter a wide range of diverse teaching environments Simulated classrooms ... More

    pp. 1403-1412

  11. Part 1: Use of Simschool to Increase Teacher Candidate's Understanding of the Educational Needs of Diverse Learners at a Midwestern University

    David Collum, Missouri Baptist University, United States; Vickie Johnston, Florida Gulf Coast University, United States; Brooke Blanks, Radford University, United States

    This symposium will share the results of a sequential explanatory mixed-methods study on the effectiveness of simSchool at individual universities The purpose of this sequential explanatory mixed... More

    pp. 1413-1415

  12. Technology Integration in K-12 Classrooms: a Professional Pevelopment Model Within the Context of the Danielson Framework

    Melinda Davis, University of Idaho, United States; Cassidy Hall & Farjahan Shawon, University of Idaho Doceo Center, United States

    A model for effective technology integration professional development for teachers was developed and delivered to over 500 teachers across the state of Idaho. Essential elements of the model... More

    pp. 1416-1420

  13. Supporting Student Interaction through the use of Digital Backchannel Discussions

    Heather Donnelly, Bradley University - Department of Teacher Education, United States

    The purpose of this qualitative study was to explore the influence of the use of digital backchannels on student interactivity during an in-class discussion within a teacher education environment. ... More

    pp. 1421-1426

  14. Professional Development for Middle School Teachers to Promote Computational Thinking for Populations Underrepresented in STEM Fields

    Matthew Duvall, Frank Lee & Brian Smith, Drexel University, United States

    This paper describes a pilot study of a professional development (PD) program for middle school teachers. The PD aims to assist educators with introducing computational thinking to their students... More

    pp. 1427-1434

  15. Factors Influencing Pre-Service Teachers' Use of Technology on School Placement - Mind the Gap

    Alison Egan, Marino Institute of Education, Ireland; Ann FitzGibbon, Keith Johnston & Elizabeth Oldham, Trinity College Dublin, the University of Dublin, Ireland

    This study explores the factors that influenced two groups of pre-service teachers' use of technology during their school placement experience, as part of their College of Education course. The... More

    pp. 1435-1440

  16. Emergent Pedagogies – What is an Emerging Technology? The SITE Community’s Perspective

    Amy Eguchi, Bloomfield College, United States; Lorraine Beaudin, University of Lethbridge, Canada; Mamta Shah, Drexel University, United States; Tugba Altan, Middle East Technical University, Turkey; Josh Corbat, University of North Carolina at Chapel Hill, United States; Lesia Lennex, Morehead State University, United States; Aroutis Foster & Mark Petrovich, Jr., Drexel University, United States

    In our ever-changing society, where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed to fulfill... More

    pp. 1441-1444

  17. What is an Emerging Technology? The SITE Community's Perspective - Online Interactive Tools

    Amy Eguchi, Bloomfield College, United States; Susie Gronseth, University of Houston, United States; Audrey Antee, Florida State College at Jacksonville, United States; Gerald Ardito, Pace University, United States; Andri Christodoulou, University of Cyprus, Cyprus

    In our ever-changing society, where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed to fulfill... More

    pp. 1445-1448

  18. What is an Emerging Technology? The SITE Community's Perspective - Virtual Reality, Child Robot Interaction, and Simulation

    Amy Eguchi, Bloomfield College, United States; James Oigara, Canisius College, United States; Shu-chien Pan, University of Illinois, College of Medicine, United States; Jeeheon Ryu, Chonnam National University, Korea (South); David Dominguese & Matthew T. Bramlet, University of Illinois College of Medicine – Peoria, United States

    In our ever-changing society, where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed to fulfill... More

    pp. 1449-1451

  19. Operation Graduating Gilbert: Student Perceptions of a Unique Course Design

    Shelley Evans, Chris Roddenberry & Cynthia Bowers, Wake Technical Community College, United States

    The growth of online learning in post-secondary education has made it imperative to find models for improving the quality of online course design. As part of a grant project, an instructional team ... More

    pp. 1452-1457

  20. Slack in Education: A Case Study of Alternative Communication for Groupwork in Graduate Level Online Education

    Lacey Fulton, Clarion University of Pennsylvania, United States

    Facilitating communication among group members in an online class can be trying at best. Bouncing around emails in an ongoing mess of multiple threads, feeling uncomfortable sharing personal... More

    pp. 1458-1463