Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 370
-
A Course Curriculum for Immersive Teaching and Learning in Initial Teacher Education
Andreas Dengel, University of Frankfurt, Germany; David Fernes, Goethe University Frankfurt, Germany
Research on the use of media like Virtual Reality and Augmented Reality in the classroom shows evidence that immersive technology holds a huge potential for K-12 education. Accordingly, teachers... More
pp. 1149-1156
-
Using Augmented Reality for Students with Reading Comprehension Disabilities: An Experimental Pretest Posttest Design
Ragia Hassan, Indiana University of Pennsylvania, United States
The presentation describes a study designed to investigate the effectiveness of Augmented reality reading materials on 7th & 8th-grade students with reading comprehension disabilities. Flow Theory ... More
pp. 1157-1163
-
Teachers’ Experiences during the Early Pandemic Years: Twitter has a Role to Play in Telling the Story
Beverly Ray & Esther Ntuli, Idaho State University, United States
Research examined teachers’ use of social media during the early months of the COVID-19 pandemic. Further, the research sought to identify themes and sub-themes associated with the emergence and... More
pp. 1164-1170
-
Virtual Reality Education Research: The Development Vein and Bottleneck
Cao Weina, East China Normal University, China
As a popular educational technology, virtual reality technology has been listed as one of the technological development trends in education by Horizon Report for many times. With the development of... More
pp. 1171-1175
-
Do Distance Education Students Take More Classes During The COVID-19 Pandemic
David Batts, Carolyn Dunn & Gabrielle Horne, East Carolina University, United States
This paper discusses the relationship between an online bachelor’s degree and the effects of Covid-19 and the pandemic on course enrollment at East Carolina University (ECU). This paper examines... More
pp. 1176-1179
-
Effectively Preparing Preservice Teachers by Intentionally Integrating Learning Science Content Across a Teacher Preparation Program
Natalie Bolton, University of Missouri-St. Louis, College of Education, United States
Six principles related to cognitive science research were intentionally embedded across an urban midwestern university’s teacher preparation programs and assessed from spring 2020 to spring 2021... More
pp. 1180-1190
-
Moving a Step Beyond Technology Enhanced Traditionalism: Examining Practical Technology Applications in the College Classroom
Elizabeth Dotson-Shupe & Ricky Mullins, The University of Virginia's College at Wise, United States
In this paper, we examine different aspects of implementing technology in the college classroom. To do this, we describe two projects that we developed that involved the use of augmented reality,... More
pp. 1191-1195
-
Does Instructor Voice Matter? An Investigation of Instructor Narrated Evaluation in Preservice Teacher Education
Erik Kormos, Ashland University, United States; Adam Morgan, Columbus School, Colombia
Learning management systems (LMS) provide higher education faculty multiple opportunities to provide feedback on preservice teacher lesson planning in engaging, personalized formats. This pilot... More
pp. 1196-1201
-
Reimagining ePortfolios as a Tool for Deep Reflection and Marketing Oneself
Kristie Oates, Christian Ward & Mark Rodriguez, California State University, Sacramento, United States
It is generally accepted that people pursue advanced degrees for enhancement of knowledge in a specific field, to contribute to the body of research in the field of interest and to become more... More
pp. 1202-1206
-
The Digital Learning Portfolio: A Pedagogical Tool to Foster Reflective Practice
Diana Petrarca & Yvette Samaha, Ontario Tech University (University of Ontario Institute of Technology), Canada
This paper describes how one pre-service teacher education program incorporates the use of a digital learning portfolio (DLP) to not only help teacher candidates (i.e., students in pre-service... More
pp. 1207-1215
-
A review of Standardized Testing and its relevance to public education.
Johnny Salinas & Cassia Guajardo, The University of Texas Rio Grande Valley, United States
In this paper, we seek to understand the complexity of standardized testing while promoting the inclusion of cultural representation within the current curriculum and effects. In the past decades... More
pp. 1216-1221
-
Digital Application Literacy
LeAnne Schmidt, Central Michigan University, United States
Research suggests that students who are assessed on a topic using a digital application and are later assessed on a unique topic at a later date show overall and baseline improvement, which... More
pp. 1222-1230
-
A Study on Chinese STEM Teachers Assessment Literacy
Cong Shen, East China Normal University, China
Since the measurement in previous research for teachers’ assessment literacy(AL) lacks performance data, a questionnaire and an in-depth interview framework were designed to comprehensively... More
pp. 1231-1234
-
Impact of Micro-Teaching Rehearsals (MTR) with digital video (DV) on Pre-Service Teacher’s Performance in Teaching Practice
Guy Trainin, University of Nebraska Lincoln TLTE, United States; Japhet Okundate, Adeniran Ogunsanya College of Education, Lagos, Nigeria
This study examines the impact of technology enhanced micro-teaching on preservice teachers (PSTs) classroom performance in Nigeria. Learning the craft of teaching has gone beyond the mere... More
pp. 1235-1240
-
A Self-Directed Development Framework for Online Learning and Assessment
Joseph Woodside, Stetson University, United States
Problem Introduction: Online learning and digitization of education have reached an inflection point following an accelerated shift through the COVID-19 pandemic, with nearly three-quarters of... More
pp. 1241-1246
-
Teachers' Data Literacy Evaluation Practice: A review of recent research
Shuting Yang, Shuyun Zhou & Yangziqi Zhang, East China Normal University, China
The advent of the era of big data has put forward new requirements for teachers' professional abilities. Teachers need to have data literacy to make reasonable educational decisions. Evaluation is ... More
pp. 1247-1256
-
Lights, Camera, Action! Creating and posting effective educational videos for synchronous and asynchronous math classes.
Arthur Migala, Dallas College, United States
Through the development of technology, the educational uses of the television have changed from a static box to a dynamic educational median video. Today, most LMSs provide supplemental learning... More
pp. 1257-1261
-
Fostering Design Thinking Traits of Empathy and Ideation through Team Negotiations in a Graduate-level Instructional Design Education Course
William Cain, University of Wyoming, United States; Danah Henriksen, Arizona State University, United States
The following design case describes a course model for fostering designerly mindset traits of empathy and ideation for graduate-level instructional design education. The course model features... More
pp. 1262-1265
-
Exceeding the “New Normal”: Digitally Enhanced Learning in K-12 Classrooms
Spencer Clark & Lotta Larson, Kansas State University, United States
With the advent of the 21st century, much attention was given to 21st century skills and preparing students for their futures. Teachers gradually changed instruction and integrated digital tools.... More
pp. 1266-1284
-
Designing for Systems Change: Learning Best Practices from Two Online Education Courses
Danah Henriksen & Punya Mishra, Arizona State University, United States
A problem of practice is a complex but actionable issue that emerges in a professional’s sphere of work. Such problems are unlikely to have one right or wrong solution (City et al., 2009). Problems... More
pp. 1285-1286
