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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

File: Table of Contents

Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 392

  1. Peer Feedback Activities in Graduate-Level Online Learning Environments: Does the Technology Tool Matter?

    Laurie A. Sharp & Regina Chanel Rodriguez, West Texas A&M University, United States

    Peer feedback in a graduate-level online learning environment was explored through the use of two different technology tools: Eli Review and word processing tools. A quantitative research design... More

    pp. 1714-1723

  2. What Does It Mean to Be an Online Teacherpreneur?: A Qualitative Investigation of Highly Experienced and Successful Authors on Teacher Pay Teachers

    Catharyn Shelton & Leanna Archambault, Arizona State University, United States

    Online teacherpreneurs are current and former PreK-12 teachers who post digital lesson plans, class activities, and student materials to websites such as TeachersPayTeachers.com, where teachers... More

    pp. 1724-1728

  3. Self-Publish Your Own Open Educational Resource and Empower Your Classroom

    Harry St. Ours, Montgomery College, United States

    You probably have a complete textbook worth of materials locked up in handouts and syllabi, all ready to publish right now. Or perhaps you'd like to share those lecture notes and slideshows you’ve ... More

    pp. 1729-1736

  4. Course Design for the AP Computer Science Principles Course: A Model Facilitated Learning Approach

    Ron Steiner, University of North Texas and Bishop Lynch High School, United States; Bonnie Martinez, University of North Texas and Garland Independent School District, United States

    In the 2016-2017 academic year, the College Board released a new Advanced Placement (AP) Test in the area of Computer Science The AP Computer Science Principles course is distinct from traditional... More

    pp. 1737-1741

  5. Intentional Use of Technology to Achieve Critical Thinking as a Learning Outcome

    Ruth Swart, University of Calgary, Canada

    The specific inclusion of technology to facilitate critical thinking instruction with undergraduate students was explored A course was designed to include purposeful integration of face-to-face and... More

    pp. 1742-1754

  6. Development in pre-service teachers’ readiness to use ICT in education – longitudinal perspectives

    Teemu Valtonen, Jari Kukkonen, Erkko Sointu & Susanna Pöntinen, University of Eastern Finland, Finland; Tom Stehlik, University of South Australia, Australia; Piia Näykki, University of Oulu, Finland; Anne Virtanen, University of Jyväskylä, Finland; Kati Mäkitalo-Siegl, University of Eastern Finland, Finland

    This study focuses on pre-service teachers’ readiness and willingness to use Information and Communication Technologies (ICT) in education. The study was conducted using the Theory of Planned... More

    pp. 1755-1763

  7. Technology, Feedback, and Culturally Responsive Teaching

    Amy Vujaklija, Katy Hisrich & Marlon Cummings, Governors State University, United States

    Preparing urban and suburban teacher candidates to act with cultural sensitivity in the midst of their students' diverse backgrounds and experiences should be at the forefront of teacher education.... More

    pp. 1764-1769

  8. Seeing is Believing: Use of Immersive Technologies to Facilitate Deep Engagement in Experiential Curricula

    Megan Wereley, Matthew Broda & Alison Schmidt, College of Wooster, United States

    This paper considers the emerging role of immersive technologies as educational tools that enhance experiential learning opportunities by providing authentic interactions to support global... More

    pp. 1770-1775

  9. Preparing Teacher Candidates for Transformative Digital Teaching and Learning Experiences: Case Studies from Teacher Preparation Programs

    Elizabeth Wilson, The University of Alabama, United States; Laila J. Richman, Towson University, United States; Royce Kimmons, Brigham Young University, United States; Holly Atkins, Saint Leo University, United States; Judi Estes, Park University, United States

    This paper will present the stories of five educator preparation programs (EPPs) and their efforts to meet the call to prepare teacher candidates for transformative digital learning experiences (US... More

    pp. 1776-1781

  10. Learning with Technology: Revealing the Metacognitive Behaviors and Literacy Processes of Pre-Service and In-Service Teachers

    Nance Wilson, SUNY Cortland, United States; Vassiliki Zygouris-Coe, University of Central Florida, United States; Victoria Cardullo, Auburn University, United States

    The knowledge that we have about the metacognitive and literacy processes learners use during digital learning is developing (Sawchuk, 2017) There is not nearly enough information regarding the... More

    pp. 1782-1786

  11. Are Online Assessments with Peer Instruction the Right Choice for Non-English Native Speakers in History Courses?

    Rana Zein & Mona Farag, Zayed University, UAE, United Arab Emirates; Fatme AlAnouti, Zayed University, United Arab Emirates

    Providing a rich technological environment at the UAE’s higher education level, the government decided to fully integrate online evaluation tool in all courses. Online evaluation using the... More

    pp. 1787-1793

  12. The Successes and Lessons Learned of Flipped Learning

    Anthony Dove, Radford University, United States

    While flipped learning has become an accepted instructional practice, research suggests that professional development is needed to help instructors effectively implement a flipped class. This... More

    pp. 1794-1801

  13. Preservice Mathematics Teachers’ Professional Noticing of Students’ Mathematical Thinking with Technology

    Jennifer N. Lovett, Middle Tennessee State University, United States; Lara K. Dick, Bucknell University, United States; Allison W. McCulloch, University of North Carolina at Charlotte, United States; Milan F. Sherman, Drake University, United States; Kristi Martin, NC State University, United States

    The purpose of this study is to examine the ways in which PSMTs professionally notice middle school students’ mathematical thinking on a technology enhanced mathematical task. Findings show that... More

    pp. 1802-1811

  14. Bayesian Inference of Students' Knowledge Based on a Potential Answer Tree Using STACK, A Mathematics e-Learning System

    Yasuyuki Nakamura, Nagoya University, Japan

    We propose a procedure for inferring students' knowledge using the Bayesian network approach in the mathematics e-learning system STACK. If we appropriately construct a potential response tree (PRT... More

    pp. 1812-1815

  15. Some Potentials of the R-Project Environment for Teachers’ and Students’ Education in Mathematics, Algorithms’ Programming and Dynamic Website Development

    Georg Peters & Tom Rueckert, Munich University of Applied Sciences, Germany; Jan Seruga, Australian Catholic University, Australia

    Mathematics and information technology play a major role in sustaining the competiveness of modern economies. Mathematics is a versatile and precise language that is used to formalize and deal with... More

    pp. 1816-1821

  16. Using Formative Assessment Technologies to Support the Five Practices for Facilitating Mathematical Discussions Around Cognitively Demanding Tasks

    Gabrielle Read Jasnoff, University of Louisville, United States

    Formative assessment technology can provide optimal support implementing the "five practices for facilitating mathematical discussions around cognitively demanding tasks" (Stein, Engle, Smith, &... More

    pp. 1822-1825

  17. Teaching WITH (not near) Virtual Manipulatives

    Lindsay Reiten, University of Northern Colorado, United States

    Although mathematics teachers are expected to use technology to enhance student understanding, many teachers report that they are not prepared to teach with technology. The following study presents... More

    pp. 1826-1835

  18. Geometric Transformations in Scratch Programming: A Teacher Resource

    Kathryn Shafer, Ball State University, United States

    The high level of mathematical fidelity found in the Scratch programming language supports the use of Scratch as a vehicle to teach and learn mathematics. The author created a set of teacher notes ... More

    pp. 1836-1841

  19. Google Docs: A Tool for Written Communication in Math Class

    Kathryn Shafer, Ball State University, United States; Andrea Lohse, Prairie Middle School, United States; Amy Vanderberg, Eastbrook High School, United States

    In this paper, Shafer compares and contrasts action research studies conducted by two graduate students who completed master's degrees in secondary mathematics education at Ball State University... More

    pp. 1842-1850

  20. Preparing high school students for transition to college-level math curriculum: Solutions for effectively integrating technology

    Samantha Tackett, Florida State University, United States; Kelly Torres, The Chicago School of Professional Psychology, United States; Meagan Arrastia-Chisholm, Valdosta State University, United States; Yvonne Earnshaw, Educational Consultant, United States

    Student experiences with the large, college-level courses included difficulty with sustaining the pace and volume of material (self-managing their learning to learn as quickly as the instructional ... More

    pp. 1851-1857