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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. Using Evidence-Based Patterns to Design Innovative Learning Experiences

    Amy Wood & Angela Payne, Pearson, United States

    Pearson continues to evolve its efficacy agenda in order to design, test and implement digital learning tools by addressing key internal challenges of bringing cross-functional teams together to... More

    pp. 1009-1013

  2. The Effects of Social Presence Visualization based on a Community of Inquiry Framework

    Masanori Yamada, Kyushu University, Japan; Yoshiko Goda, Kumamoto University, Japan

    There is growing interest in collaborative learning in higher education. Collaborative learning requires the active participation of students, and thus fosters high-end learning skills. CSCL is one... More

    pp. 1014-1019

  3. Three Reasons for Improving Cybersecurity Instruction and Practice in Schools

    Christopher D. Coleman, Louisiana Tech University / University of North Texas, United States; Elaine Reeder, Virginia Commonwealth University / University of North Texas, United States

    Information security, or cybersecurity, has become a critical field for modern society. While they may not seem it, schools are a critical battleground for these cybersecurity issues. On the... More

    pp. 1020-1025

  4. Best Practices for Balancing Technology Use and Safety In A Modern School

    Dowayne Davis, New Jersey City University, United States

    With bring your own device, one-to-one, and online assessments initiatives in K-12 schools, a classroom’s dependency on a reliable technology infrastructure continues to be an important topic for... More

    pp. 1026-1030

  5. Rise of the “Teacher Influencers”: Examining the benefits and conundrums

    Tonia A. Dousay, University of Idaho, United States; Leigh Graves Wolf, Michigan State University, United States; Lucy Santos Green, University of South Carolina, United States; Tutaleni Asino, Oklahoma State University, United States

    Teacher educators face the somewhat daunting task of addressing every topic from general education theory to subject- and context-specific strategies Somewhere in the middle of the preservice... More

    pp. 1031-1033

  6. Funding Technology Integration Responsibly for Sustainability

    Tiffany Droege & Melissa Thomeczek, Southern Illinois University Edwardsville, United States

    This paper details research conducted in a school district in southern Illinois. In cooperation with teachers, the technology director, and superintendent, the authors explored the results of a... More

    pp. 1034-1038

  7. Building Teacher Capacity for Blended Learning Environments

    Mari Engelhart, Medina County Career Center, United States

    The relationship between instructor support, student interaction, collaboration, active learning, and the relevance of the curriculum holistically affect learning effectiveness in a blended... More

    pp. 1039-1044

  8. Should Colleges of Education Move from a Stand-Alone Technology Integration Course to a Technology-Infusion Approach?

    Teresa Foulger, Keith Wetzel & Ray Buss, Arizona State University, United States

    In this paper, we have described the rationale, implementation procedures, successes, and concerns that occurred as we moved from a stand-alone technology integration course to teach teacher... More

    pp. 1045-1054

  9. Teacher Educator Technology Competencies: A Conversation with the Researchers

    Teresa S. Foulger, Arizona State 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

    With concern about how to improve the method by which teacher candidates learn to teach with technology, four teacher educators created a list of competencies that all teacher educators would need ... More

    pp. 1055-1059

  10. Raja Soliman Science and Technology High School Teachers' Best Practices and Challenges in Teaching with Technology: A Basis for Proposal of Teaching with Technology for Teacher Training Program (T4P)

    Vivian Intatano, Raja Soliman Science and Technology High School, Philippines

    In the world of emerging technology, it is important that teachers know how to use the technology available in classroom instruction to make learning more fun for the students. This paper discusses... More

    pp. 1060-1064

  11. The best of all worlds: Combining the flipped classroom, game-based learning, and learning communities in a large technology integration course.

    Larysa Nadolny & Ben Gleason, Iowa State University, United States

    This paper presents the use of a combination of pedagogical strategies in teaching a large undergraduate technology integration course. Course revisions include a motivating game-based learning... More

    pp. 1065-1067

  12. Exploring the Impact of Stakeholder Engagement on the Integration of Educational Technology in Elementary Schools: Expanding the Will-Skill-Tool Model with Contextual Variables

    Dominik Petko & Doreen Prasse, Schwyz University of Teacher Education, Switzerland

    The “will-skill-tool” model has been one of the most concise models for examining educational technology integration in schools. In addition, studies have shown that its three core factors – ... More

    pp. 1068-1074

  13. Part 1: Rethinking Learning in the Digital Age – Implications for Teacher Education

    Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Kwok Wing Lai, University of Otago, New Zealand; Gerald Knezek & Rhonda Christensen, University of North Texas, United States; Alona Forkosh Baruch, Tel Aviv University, Israel; Vadim Grinshkun & Sergey Grigoryev, Moscow City University, Russian Federation; Miri Shonfeld, Kibbutzim College and MOFET, Israel; Anneke Smits, Windesheim University of Applied Sciences, Netherlands; Danah Henrikson, Arizona State University, United States; Michael Henderson, Monash University, Australia; Alexander Uvarov, Moscow State Pedagogical University, Russian Federation; Mike Philips, Monash University, Australia; Mary Webb, King's College London, United Kingdom; Dale Niederhauser, West Virginia University, United States; Punya Mishra, Arizona State University, United States; Margaret Leahy & Deirdre Butler, Institute of Education, Dublin City University, Ireland; Allard Strijker, netherlands Institute for Curriculum Development, Netherlands

    The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) met in Borovets, Bulgaria in September 2017 This community of 80 leading scholars, policy makers ... More

    pp. 1075-1079

  14. Pedagogical Patterns in K12 Technology Integration

    James Welsh & J. Christine Harmes, Florida Center for Instructional Technology, University of South Florida, United States

    During the 2015-2016 academic year, classroom observations of lessons involving technology integration occurred across a large Southeastern school district. The researchers identified several... More

    pp. 1080-1085

  15. Virtual Reality: Improving Interviewing Skills in Individuals with Autism Spectrum Disorder

    Patricia Arter, Tammy Brown, Monica Law, Jen Barna & Allison Fruehan, Marywood University, United States; Regina Fidiam, NEIU, United States

    This project explored the feasibility and efficacy of virtual reality (VR) to improve job-interviewing skills of high school students with ASD. Job interviewing training is part of transition... More

    pp. 1086-1088

  16. Ways to Use Reflections of Classroom Observations to Operationalize the ISTE Standards

    J. Michael Blocher, Northern Arizona University, United States; Shadow Armfield, Northern Arizona Universityi, United States; Hoda Harati, Northern Arizona University, United States

    Teaching future teachers to understand the ISTE Standards for Students and Educators can be complex as preservice teachers may not possess the background knowledge to operationalize what the... More

    pp. 1089-1092

  17. Teaching Old Dogs New Tricks: Creating a Cybersecurity Program at the University of Hawaii

    Claire E. Cuccio, University of Hawaii, United States

    The University of Hawaii is developing an online cybersecurity program from the curriculum of ten mostly brick and mortar institutions within the university. The goal is to develop an online... More

    pp. 1093-1097

  18. Teacher Experiences with Professional Development for Technology Integration at a K-12 Independent School: A Multi-Case Study

    Amy McGinn & Liyan Song, Towson University, United States

    K-12 schools in the US have been challenged by a recent national trend for preparing students for success in the 21st century. Effective technology integration has risen to the forefront of... More

    pp. 1098-1104

  19. Promoting Workforce Education in University Programs with TPACK and Experiential Learning

    Elissa Torres, Grand Canyon University, United States

    Programs which enable students to learn, apply and gain a skill needed in the workforce is important for both student and university success. Students gain higher paying jobs post-graduation and... More

    pp. 1105-1108

  20. A virtual reality teaching and learning platform for medical school education

    David Dominguese, University of Illinois College of Medicine-Peoria, United States; Shu-chien Pan, University of Illinois College of Medicine - Peoria, United States; Jolene Harris & Matthew Bramlet, University of Illinois College of Medicine-Peoria, United States

    Virtual reality (VR) applications are progressively being integrating in medical education. The use of VR has the potential to facilitate teaching and learning in medical education and improve... More

    pp. 1109-1112