You are here:

Society for Information Technology & Teacher Education International Conference

Mar 26, 2018

Editors

Elizabeth Langran; Jered Borup

Search this issue

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. International Teachers’ Evolving Relationships with Educational Technology

    Medha Dalal & Leanna Archambault, Arizona State University, United States

    Using narrative inquiry, this study examines how a technology-related professional development experience influenced three secondary school international teachers from Kenya, India, and Brazil. The... More

    pp. 612-620

  2. Global Collaborative Learning Support System for the Better Understanding of Multiple Cultures

    Yumi Ishige, Otemae University, Japan; Yoshiko Goda, Kumamoto University, Japan; Masanori Yamada, Kyushu University, Japan; Junko Handa, Meiji University, Japan

    One of the latest issues that higher education in Japan faces is the development of global human resources who will be successful internationally. However, the number of Japanese students going... More

    pp. 621-626

  3. An Interest-Driven Teaching Model to Improve Students’ Motivation for Learning

    Shanshan Ma & Lin Lin, University of North Texas, United States

    The purpose of this study was to improve students’ motivation for learning in a rural area in China. Based on the local situation, we constructed an interest-driven teaching model based on the... More

    pp. 627-634

  4. International Students’ use of Technology for Learning and Communication in their Home Countries and the US: Implications for Administrators, Faculty and Students

    Crystal Machado & Abdulsalami Ibrahim, Indiana University of Pennsylvania, United States

    Abstract: There is a dearth of literature that describes international students’ use of technology in their home and host countries. To bridge this gap, we used a survey approach to collect... More

    pp. 635-640

  5. Examining the Validity of the iNACOL Standards: Improving K-12 Online Course Design

    David Adelstein, VIPKID, China; Michael Barbour, Touro University, California, United States

    The research presented created a revised K-12 online course design rubric based off the International Association for K-12 Online Learning (iNACOL) National Standards for Quality Online Courses The... More

    pp. 641-657

  6. K-12 Online Learning: Trends From Two Decades of Scholarship

    Karen T. Arnesen, Joshua Hveem, Cecil R. Short & Richard West, Brigham Young University, United States; Michael Barbour, Touro University California, United States

    In this study, we examined the research literature in the field of K-12 online learning to identify the leading scholars, journals, top-cited articles, research methods, and topics in this field of... More

    pp. 658-666

  7. Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers

    Michael Barbour, Touro University California, United States; Tom Clark, TA Consulting, United States

    Michigan Public Act 60 (2013) tasked Michigan Virtual University, through its Michigan Virtual Learning Research Institute, to “research, develop, and recommend annually to the department criteria ... More

    pp. 667-671

  8. Virtual Schools in the US: Case Studies of Policy, Performance and Research Evidence

    Michael Barbour, Touro University, California, United States; Luis Huerta, Teachers College, Columbia, United States; Gary Miron, Western Michigan University, United States

    The researchers produced case studies for Ohio, Wisconsin, Idaho, Washington, and Michigan The goal of these case studies was to describe the enrollment, characteristics, and performance of virtual... More

    pp. 672-677

  9. Design and Evaluate a Forensic Science Online Course for High School Students of Color

    Doug Elrick, Jiaqi Yu & Constance Hargrave, Iowa State University, United States

    The design and development of innovative online STEM educational materials that effectively engage learners in non-traditional classroom settings is a pragmatic way to cultivate STEM career... More

    pp. 678-683

  10. Creating Personalized Learning Paths Utilizing Technology

    Randy Hansen, University of Maryland University College, United States; Brandie Shatto, UMUC, United States

    The Creating Personalized Learning Paths utilizing Technology project developed a framework for creating individual learning experiences for K12 students This research project used a mixed... More

    pp. 684-689

  11. Exploring the Effectiveness of Blended Learning Communities in K-12 Settings

    Richard Hartshorne, University of Central Florida, United States; Raquel Pesce, Florida Virtual School, United States; Nicole Damico, University of Central Florida, United States; April Fleetwood, Andrew Shepherd & Colton Tapoler, Florida Virtual School, United States

    While the growth of blended learning environments in higher and non-educational settings has increased in recent years, this has not been the case in K-12 settings. Thus, a limited amount of... More

    pp. 690-693

  12. Preparing and Supporting K-12 Online Teachers

    Jayme Linton, Lenoir-Rhyne University, United States

    This roundtable discussion will provide participants with the opportunity to discuss obstacles and opportunities related to preparing and supporting K-12 online teachers The presenter will share... More

    pp. 694-700

  13. Why Theoretical Perspectives Need to Frame K-12 Online Learning

    Leslie Pourreau, Anissa Lokey-Vega & Iván M. Jorrín Abellán, Kennesaw State University, United States

    In 2017, the authors analyzed the works available in the Research Clearinghouse for K-12 Blended and Online Learning for theoretical underpinnings by conducting a content analysis of the titles,... More

    pp. 701-710

  14. INNOVATE, a Professional Development Course in the K-12 Online Context: A Design Case

    Kyle Sanders, Kennesaw State University, United States; Kimberly Bondeson, Gwinnett Online Campus, United States; Anissa Lokey-Vega, Kennesaw State University, United States

    Research on professional development in the K-12 online environment has not been thoroughly developed. This study reports a design case about the INNOVATE course, a professional development course... More

    pp. 711-716

  15. Educational Equity Using Computer-Assisted Instruction

    Haya Shamir, David Pocklington, Kathryn Feehan & Erik Yoder, Waterford Research Institute, United States

    Technology is increasingly playing a role in the education of early learners. As such, it is vital that research demonstrates that the new suite of tools that are enabled by emerging technologies... More

    pp. 717-722

  16. Informal Language Learning with Mobile Technology for Acquisition of Non-native Languages

    Dennissa Brown, New Jersey City University, United States

    Language learning at varying levels of learner proficiency can be a complex endeavor. Typically, participants attend formal language training and receive documentation to indicate their successful ... More

    pp. 723-726

  17. Using Mobile Technology to Enhance English Teaching: EFL Students’ Strategies and Perceptions in a Collaborative Learning Activity

    Kai-Yueh Chang, National Hsinchu Senior High School, Taiwan; Shiou-Wen Yeh, National Chiao-Tung University, Taiwan

    For EFL learners, English speaking is the most difficult skill and the most anxiety-provoking aspect of the four language skills. In recent years, the advancing mobile technologies have encouraged ... More

    pp. 727-730

  18. Influences of Self Efficacy on Cognitive Presence in Mobile Game-Based Instruction

    Yu-Hsuan Chen, Department of Visual Communication Design, Taipei University of Maritime Technology, Taiwan; Chang-Hwa Wang, Department of Graphic Arts and Communications, National Taiwan Normal University, Taiwan

    Research has indicated that including game schemes in mobile learning could improve learning achievements. However, recent research on mobile game-based learning has mostly emphasized on the... More

    pp. 731-736

  19. A Quantitative Examination of Mobile Game Players, Their Gaming Habits, and the Potential of Mobile Games for Learning

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

    This study (N = 1,950) examined the characteristics of the mobile game player. Specifically, we investigated technology ownership; game genre and title preference; where and how often games are... More

    pp. 737-742

  20. Interactive Presentation Tools Using Mobile Devices

    Yue Dong, Natalia Kavun, Michael Senteney & Jessa Ott, Ohio University, United States

    There are many presentation tools that help educators make their teaching more interactive. The main presentation tools that are highly effective are Nearpod, Pear Deck, Poll Everywhere and... More

    pp. 743-748