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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. A Portable, Integrated Tool for Programming Exercise, Testing, and Grading

    Qian Liu, Rhode Island College, United States

    This paper introduces a lightweight tool that integrates Programming Exercise, Testing, and Grading (PETG) functionalities. This PETG tool does not rely on any Operating System (OS) features, and... More

    pp. 1596-1602

  2. Video Annotation Tools as an Improvement of Reflective Abilities for Pre-Service Teachers’ Field Experience.

    Faith Maina & Amani Zaeir, Texas Tech University, United States; Yilan Liu, Texas State University, United States; Nan Wu & Yujuan Shi, Texas Tech University, United States

    Recent research shows that preservice teachers increase higher reflective abilities and instructional skills by making video analysis using annotation tools. Video annotation, supported by online... More

    pp. 1604-1607

  3. Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model

    Ferial Malaeb-Khaddage, Department of Computer Science,Faculty of Sciences, University of Balamand, Lebanon; Helen Crompton, Darden College of Education Old Dominion University, United States

    The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the way we humans work, perform tasks and activities. Automation and ‘thinking machines’... More

    pp. 1608-1612

  4. Understanding Teachers as Designers of Computer-Based Adaptive Instruction

    Anna Mavroudi, Norwegian University of Science and Technology, Norway; Charoula Angeli, University of Cyprus, Cyprus

    The paper reports on an intervention implemented for preparing teachers in the design of adaptive e-learning The qualitative analysis included data gathered from a variety of sources and aimed at... More

    pp. 1613-1617

  5. Can Effective Urban Teachers Be Developed in an Online Environment?

    Sueanne McKinney & Cynthia Tomovic, Old Dominion University, United States

    The purpose of this investigation was to determine if an online Teacher Education Program course could assist in the development of effective urban teacher characteristics of preservice teachers.... More

    pp. 1618-1621

  6. Using Digital Badges as an Innovative way to Promote Values Centered Behaviors

    Jennifer Millikan & Melissa Brydon, Regis University, United States

    Digital badges are used as credentialing to recognize achievements and accomplishments that can be shared through business and social media avenues. This new and innovative technology is typically ... More

    pp. 1622-1627

  7. Learning to Teach Computer Science: Professional Development Design and Teacher Outcomes

    Chrystalla Mouza, Diane Codding & Lori Pollock, University of Delaware, United States

    With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science... More

    pp. 1628-1634

  8. New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework

    Chrystalla Mouza, Soumita Basu, Hui Yang & Yi-Cheng Pan, University of Delaware, United States

    This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated... More

    pp. 1635-1642

  9. Digital Neophytes: Creating a Digital Technology Course for Pre-Service Teachers

    Ricky Mullins & Amanda Biviano, Virginia Tech, United States; Ariel Cornett, University of Virginia, United States; Todd Ogle & David Hicks, Virginia Tech, United States

    This paper describes the design of a digital technology course for pre-service teachers in social studies and English Language Arts. We first provide a brief literature review that highlights the... More

    pp. 1643-1648

  10. Developing and Modeling Pedagogy with Interactive Video

    Ann Musgrove, Jillian Powers, Alyssa Gonzalez-DeHass & Patricia Willems, Florida Atlantic University, United States

    Interactive video is a versatile, easy to use instructional tool that helps teacher educators engage students in active learning and conduct formative assessments This paper describes how faculty... More

    pp. 1649-1655

  11. Learning in a hybrid format.

    Angela ODonnell, Rutgers The State University of New Jersey, United States

    We examined the efficacy of a hybrid version of one of our key undergraduate courses in promoting learning and developing both technological skills and positive attitudes towards the use of... More

    pp. 1656-1659

  12. Supporting OER creation as a professional development outcome: The Technology-Enabled Learning MOOC

    Nathaniel Ostashewski & Martha Cleveland-Innes, Athabasca University, Canada; Sanjaya Mishra, Commonwealth of Learning, Canada; Dan Wilton, Athabasca University, Canada

    This paper reports preliminary findings of research being conducted on a Teacher Professional Development MOOC and how educators participated in the creation of an OER repository. The Technology... More

    pp. 1660-1662

  13. The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer Based Environment on Adult Learners

    Ray Pastore, University of North Carolina Wilmington, United States; Jessica Briskin, Penn State University, United States; Tutaleni Asino, Oklahoma, United States

    The current study examines the multimedia, modality, and redundancy principles in a computer-based environment with adult learners on learning and cognitive load measures. To this date, there is... More

    pp. 1663-1668

  14. Using Collaborative Agent-based Modeling to Explore Complex Phenomena in Pre- and In-service Teacher Education

    Anthony Petrosino, Max Sherard, Jason Harron & Mica Kohl, The University of Texas at Austin, United States

    This poster investigates in-service and pre-service teachers’ abilities to utilize, implement, and enact a participatory agent-based modeling program using Group-based Cloud Computing (GbCC). Using... More

    pp. 1669-1671

  15. The beginning or end? iPad Pro 9.7 + Apple Pencil: A Case Study of User Engagement

    Richard Pierce, Shendandoah University, United States; Don Silvius, Shenandoah University, United States

    The purpose of this study was to investigate the impact of the iPad Pro® 9.7 + Apple Pencil® on user engagement A mixed method research design was used for this project which included a... More

    pp. 1672-1681

  16. Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments

    Susan Poyo, Franciscan University, United States

    As traditional classrooms have expanded to include virtual learning environments, teachers’ acquisition of specific knowledge and skills for effective use of technology has become paramount This... More

    pp. 1682-1689

  17. Against Academic Procrastination: Pedagogical Apps to Implement Distributed Learning in Course Design

    Klaus Quibeldey-Cirkel, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, Department MNI, Germany; Jennifer Heiny, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, ZekoLL, Germany; Christoph Thelen, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, Department MNI, Germany

    Most of the facts and figures, terms and concepts taught in college are learned in the week before examination and forgotten a month after. Although we have known about the very low long-term... More

    pp. 1690-1695

  18. Flip it Up! A flipped classroom from the perspective of a teacher & teacher educator as a work in progress

    Georgina Rivera-Singletary, St. Leo University, United States; Sarah Mirlenbrink Bombly, District School Board of Pasco County, United States

    The purpose of this brief paper is to offer critical reflections and lessons learned from the ongoing development of a flipped classroom. This flipped classroom is designed to instruct, remediate, ... More

    pp. 1696-1701

  19. Teaching and Learning Using an E-Learning Model: A Case Study in Supply Chain Management

    Emilee Semple & Wei-Fan Chen, The Pennsylvania State University, United States

    This roundtable presentation proposes an E-Learning model in a supply chain management conventional learning environment. Current frameworks and learning theories have already been established to ... More

    pp. 1702-1708

  20. Designing Learning Spaces for Enhancing Pre-Service Teachers’ Practicum Experiences: Implications for Pre-Service Teacher Education

    Zihang Shao, Indiana University Bloomington, United States; Xuanjie Du, South China Normal University, China

    One of the key issues of the current teacher education is the development of pre-service teachers’ skills and competencies in teaching practices. It is of great significance to study on the reform ... More

    pp. 1709-1713