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Society for Information Technology & Teacher Education International Conference

Mar 26, 2018


Elizabeth Langran; Jered Borup

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Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 392

  1. Technology-enhanced feedback for students in general and in special education

    Sanna Oinas, Centre for Educational Assessment, University of Helsinki, Finland

    We analysed 211 003 technology-enhanced feedback notes by using profile analysis in order to evaluate, whether students (N=7811) are treated and encouraged equally based on teachers’ feedback... More

    pp. 1988-1992

  2. Learning Outcomes Increase for Students with Intellectual Disability When Special Education Teachers Hold More Priorities Focused on Educational Supports

    Soonhwa Seok, Korea University, Korea (South); Boaventura DaCosta, Solers Research Group, United States

    This study aimed at identifying dimensions of curricula for students with intellectual disability by investigating special education teachers’ priorities for educational supports for their students... More

    pp. 1993-1998

  3. The Effect of Stimuli on Communication Barriers of a Student with Selective Mutism - Case Study.

    Omri Shick & Irina Lyublinskaya, College of Staten Island, United States

    The study explored the effect of Computer-Based Instruction (CBI) used as stimuli for reducing communication barriers of a high school student who has inability to speak in a classroom environment,... More

    pp. 1999-2005

  4. Assistive Technologies to Support Students with Language-Based Learning Differences

    Bryce Walker, National Institute for School Leadership, United States

    In the Individuals with Disabilities Act (2004) Assistive Technologies (ATs) are broadly defined as “any technology, which enhances the performance of individuals with disabilities” (Haq & Elwaris,... More

    pp. 2006-2011

  5. Effects of Learning with e-TPCK on Pre-service Teachers’ Technological Pedagogical Content Knowledge

    Andri Christodoulou, University of Cyprus, Cyprus

    The author herein discusses the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service... More

    pp. 2012-2018

  6. Increasing Technology Usage Throughout Teacher Preparation: The Importance of Preservice Teachers' Acceptance

    Rebekah Davis, NC State University, United States

    This paper examines the need for fully integrated, meaningful use of information and communication technology (ICT) in teacher preparation programs. To strengthen pre-service teachers’ application... More

    pp. 2019-2024

  7. Results from Rice University WeTeach_CS: A Computer Science Teaching Collaborative Serving Teachers with Different Needs through Variety of Pathways

    Adem Ekmekci & Richard Parr, Rice University, United States; Alice Fisher, Bellaire High School, Houston Independent School District, United States

    Computer science (CS) is one of the school subjects that gained a great attention recently, yet it faces challenges such as teacher shortages and huge variability in teachers’ professional... More

    pp. 2025-2030

  8. From Exam to Integration: Planning for Technological Pedagogical Content Knowledge (TPACK) in a Graduate Teacher Education Program

    Lara Ervin-Kassab, San Jose State University, United States

    In 2016 and 2017, California revised both its Teacher Performance Expectations (TPEs) and the teacher performance assessment. In 2017, the International Society for Technology in Education (ISTE)... More

    pp. 2031-2036

  9. Using Informal Learning of Makerspaces to Enhance Technological Pedagogical and Content Knowledge (TPACK)

    Candace Figg, Rowsell Jennifer, Welbourn Shannon & Kimberly Pelchat, Brock University, United States

    Makerspaces are emerging as promising experiential learning environments that support the development of future ready skills, including collaboration, critical thinking, creativity and innovation, ... More

    pp. 2037-2040

  10. Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology

    Teresa, S. Foulger, Arizona State University, United States; Mamta Shah, Drexel University, United States; Kevin J. Graziano, Nevada State College, United States; Denise A. Schmidt-Crawford, Iowa State University, United States; David A. Slykhuis, University of Northern Colorado, United States; Rohit Mehta, Iowa State University, United States; Irina Lyublinskaya, CUNY College of Staten Island, United States; Debra Sprague, George Mason Universitiy, United States

    In the new National Education Technology Plan from U.S. Department of Education Office of Educational Technology, a claim is made that school districts cannot consistently count on teacher... More

    pp. 2041-2046

  11. Technology Pedagogical Practices in English Classrooms: A Case Study of High School Teachers

    Brianna Gibson & Esther Ntuli, Idaho State University, United States

    Though technology has become more of a staple in both society and education, little research has been conducted to examine technology integration in English classrooms. The purpose of this... More

    pp. 2047-2050

  12. If There’s TPACK, is There Technological Pedagogical Reasoning and Action?

    Judi Harris, William & Mary School of Education, United States; Michael Phillips, Faculty of Education, Monash University, Australia

    The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic... More

    pp. 2051-2061

  13. Effect of Technology-Enhanced Professional Development in PK-6 Settings

    Maduakolam Ireh, Prairie View A&M University, United States

    Successful professional development programs for teachers are necessary conditions for school success and they are those that are scientifically- and/or evidence-based, such as a product-based... More

    pp. 2062-2067

  14. Cultivating Instructor’s Reflective Practices: “The Reality of What I Experienced is I Wish I Had Thought about These Things, but I didn't, so Live and Learn”

    Nadia Jaramillo Cherrez, Iowa State University, United States; Yi Jin, Sonoma State University, United States

    This case study documented the critical reflective practice of an instructor in a higher education context. This reflective practice was characterized by critical analysis that examined her... More

    pp. 2068-2073

  15. Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK

    Aleksandra Kaplon-Schilis, The Graduate Center, CUNY, United States; Irina Lyublinskaya, College of Staten Island, CUNY, United States

    This paper presents the case study that focuses on examining the differences between levels of Technological Pedagogical Content Knowledge (TPACK) of preservice special education elementary school ... More

    pp. 2074-2083

  16. When Physical Education Meet Technology: Responding to Technological Needs of Teaching Physical Education

    Sa Liu, Xiaolu Liu, Rulan Shangguan, Mihyun Lim & Keating Xiaofen, University of Texas at Austin, United States

    The increasingly critical role of technology in teaching has resulted in noticeable reform efforts and updating physical education teacher preparation (PETE) programs to meet new educational needs.... More

    pp. 2084-2090

  17. Domain-Specific Aspects of Technological Pedagogical Content Knowledge: The Importance of Affect in Technology-Enhanced Music Teaching

    Elena Macrides & Charoula Angeli, University of Cyprus, Cyprus

    Abstract: The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological... More

    pp. 2091-2100

  18. Understanding the use of Technological Tools (iPads) teaching a specific mathematics topic through the PCK-EC model – Case study

    Mercy Pena-Morales, Universidad Surcolombiana, Colombia; Timothy Pelton & Leslee Francis-Pelton, University of Victoria, Canada

    The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model was used to describe a teacher’s pedagogical content knowledge as he taught specific mathematics topics using a particular... More

    pp. 2101-2108

  19. PCK and TPCK/TPACK: More than Etiology

    Michael Phillips, Faculty of Education, Monash University, Australia; Judi Harris, William & Mary School of Education, United States

    In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for... More

    pp. 2109-2116

  20. Technology Integration in a K-12 Frontier District

    Karen L. Pugh, Leping Liu & Ping Wang, University of Nevada Reno, United States

    Recently, a boom in tech industries locating within a western state have led to the laying of hundreds of miles of fiber optic cable from north to south within the state’s borders. The potential... More

    pp. 2117-2122