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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. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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