Society for Information Technology & Teacher Education International Conference
Mar 26, 2018
Editors
Elizabeth Langran; Jered Borup
Table of Contents
Number of papers: 392
-
Pre-Service Teachers Self-Assessing TPACK Using a Visual Quantitative Model
Ming Tomayko, Towson University, United States
In this study, pre-service teachers (PSTs) in an instructional technology course used a visual quantitative model to track their growth in the seven knowledge domains associated with Technological ... More
pp. 2123-2127
-
TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices
Ottavia Trevisan & Marina De Rossi, University of Padova, Italy
In the last decades, TPCK (Mishra & Koehler, 2006; Angeli & Valanides, 2009) has come to the forefront of educational research, acknowledging the growing role of technologies in educational... More
pp. 2128-2132
-
Virtual Education: An Enhanced Alternative Learning and Practice Tool for Pre-service Teachers
Lucretia Tripp & Cheryl Seals, Auburn University, United States
Technology permeates all facets of our lives. Advances in education have shown us that technology can improve learning outcomes for students. In teacher education, instructors are looking for ways ... More
pp. 2133-2138
-
A Multi-Site Study of ICT Pedagogical Practices in Schools: The South African Case
Reuben Dlamini, Educational Information & Engineering Technology, University of the Witwatersrand, South Africa
Technological knowledge is now mandatory for productive participation in society, education, and the workforce. In an effort to continue promoting equality, diversity, access, and inclusion, the... More
pp. 2139-2154
-
Special Education/Inclusive Technology Activities Globally
Cindy Anderson, Roosevelt University, United States; Susan Gronseth, University of Houston, United States; Elizabeth Dalton, Dalton Education Services International, United States; Kevin Anderson, Michigan State University, United States
This round table will be sponsored by SITE’s Special Education SIG, Assistive Technology SIG, UDL SIG, and ISTE’s Inclusive Learning International Personal Learning Group. The hosting groups... More
p. 2155
-
Accessibility in Online Learning: Connecting Universal Design for Learning and Paivio’s Dual Coding Theory
Felicia Cruz, The University of North Texas, United States
Despite the recent trend of declining enrollments in higher education, online learning enrollments continue to grow at a somewhat steady rate. This is a similar trend in regard to students with... More
pp. 2156-2163
-
Universal Design for Learning (UDL) in Blended Instruction of Graduate Students in an Augmentative and Alternative Communication (AAC) Course
Elizabeth Dalton, University of Rhode Island; Dalton Education Services International, United States
Blended learning in higher education is proven to have positive outcomes in many situation and for various populations. The development of an effective blended course in augmentative and... More
pp. 2164-2168
-
Engaging, Accessible, and Memorable: Universal Design for Learning (UDL) Applications in Online and Blended Higher Education Courses
Susie Gronseth, University of Houston, United States; Elizabeth Dalton, University of Rhode Island, United States; Debra Bauder, University of Louisville, United States; Sarah McPherson, EDA Solutions; New York Institute of Technology, United States; Ajay Singh & Mark Viner, Eastern New Mexico University, United States
This interactive panel presentation and discussion offers insights and conversation around applications of the Universal Design for Learning (UDL) framework to online and blended higher education... More
pp. 2169-2174
-
The Intersection of the UDL and TPACK Frameworks: An Investigation into Teacher Candidates’ Use of Technology During Internship
Lisa Harris, Lindsay Yearta & Hannah Chapman, Winthrop University, United States
Teacher candidates enrolled at a four-year institution in the Southeastern part of the United States were enrolled in a technology-integration course with a field-based component These candidates... More
pp. 2175-2180
-
Using Universal Design in Learning for Google Classroom
David Hooks, San Angelo Independent School District, United States; Lesley Casarez, Angelo State University, United States
Utilizing Universal Design for Learning (UDL) in online courses ensures accessibility for all learners UDL promotes equal opportunities for all learners, including not only those with disabilities... More
pp. 2181-2184
-
Makerspace Assistive Technology with a First Grader: Look What I Made for Grandma
Cindy Anderson, Roosevelt Univ., United States; Kevin Anderson, Michigan State University, United States
Disability scooters can be unnoticed in a crowded space, so users with a disability can often be cut off or even overtaken by the crowd. This presentation will present a case study of a first... More
pp. 2185-2190
-
Online community of practice for professionalization of Jewish and Arab teachers: Effects on Emotional Presence
Lior Solomovich, Kaye Academic College of Education, Israel
In an online community of practice, 7 teachers, Jewish and Arab from rural areas in Israel participated in audio synchronous discussions about social and environmental issues The study follows the ... More
pp. 2191-2195
-
Digital Citizenship: Issues and Resolutions
Abrar Almoosa, University of Northern Colorado, United States
We live in the era of technology; consequently, we are all digital citizens. Digital citizenship is certainly an important topic that needs to gain more attention from every teacher and parent The ... More
pp. 2196-2201
-
Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks
Diana Brandon, Charleston Southern University, United States; Holly Marich, Michigan State University, United States
We propose the argument that the practices of social scholarship and those that take place in professional learning networks (PLN)s are the same activities taken up by two different groups of... More
pp. 2202-2206
-
Advice Seeking and Giving in the Reddit r/Teachers Online Space
Jeffrey Carpenter, Elon University, United States; Connor McDade, Alamance Burlington School System, United States; Samantha Childers, Elon University, United States
Reddit is a social media platform that allows users to share, vote on, and discuss content In order to understand how educators have taken advantage of Reddit’s affordances, this paper explores the... More
pp. 2207-2215
-
Expanding Professional Learning Networks through an Institutional Twitter Hashtag
Jeffrey Carpenter & Scott Morrison, Elon University, United States
This paper explores in-progress research on our use of an institutional Twitter hashtag designed to increase interaction and expand professional learning networks (PLNs) among pre-service teachers ... More
pp. 2216-2221
-
Exploring How and Why Educators Use Pinterest
Jeffrey Carpenter, Amanda Cassaday & Stefania Monti, Elon University, United States
This paper reports on a study of educators’ uses of Pinterest We conducted semi-structured interviews with eight educators in order to explore how and why they utilized Pinterest for professional... More
pp. 2222-2229
-
Exploring the Education Twitter Hashtag Landscape
Jeffrey Carpenter, Elon University, United States; Tania Tani, Participate, United States; Scott Morrison, Elon University, United States; Julie Keane, Participate, United States
In recent years, Twitter has become an important tool for educator professional learning and community. While education has often proven to be an isolating profession, social media such as Twitter ... More
pp. 2230-2235
-
Twitter + Voxer: Educators’ Complementary Uses of Multiple Social Media
Jeffrey Carpenter, Elon University, United States; Tim Green, California State University Fullerton, United States
Social media such as Facebook and Pinterest have become sites of self-directed professional learning and networking for some educators In this paper, we describe how educators combine the use of... More
pp. 2236-2244
-
Acknowledging the Dark Side of Connectivity, Devices, and Media: A Teacher Education Imperative
Ann Cunningham, Wake Forest University, United States
What we once embraced as tools for productivity and communication have now become a gateway to social relationships, entertainment, and in the worst case scenario, psychological torment. A growing ... More
pp. 2245-2250
