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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022

Editors

Elizabeth Langran

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 370

  1. Designing Critical Media Literacy Activities to Empower Students and Inspire Civic Engagement

    Torrey Trust, Allison Butler, Robert Maloy & Chenyang Xu, University of Massachusetts Amherst, United States

    Have you ever asked your students to tweet the Bill of Rights, design a constitution for the Internet, or write a Yelp review for the historical accuracy of Hamilton lyrics? This session will... More

    pp. 1659-1661

  2. Professional Learning Networks for Pre-Service Teachers: A Social Network Analysis of a Program-Wide Teacher Education Twitter Hashtag

    Jeffrey Carpenter & Scott Morrison, Elon University, United States; Joshua Rosenberg, University of Tennessee, United States; Katrice Hawthorne, Elon University, United States

    This article explores one teacher education program’s use of a program-wide Twitter hashtag as a space in which to help pre-service teachers (PSTs) build their professional learning networks. After... More

    pp. 1662-1670

  3. The Teacherdemic: A Social Media Analysis of Instagram Hashtags #careersforteachers and #teachersleavinged

    Jason Harron, Kennesaw State University, United States

    On January 31, 2022 the Wall Street Journal published an article titled “Teachers Are Quitting, and Companies Are Hot to Hire Them”, which chronicles the ongoing exodus from the teaching profession... More

    pp. 1671-1674

  4. Tweeting about Teachers and COVID-19: An Emotion and Sentiment Analysis Approach

    Jason Harron, Kennesaw State University, United States; Sa Liu, Harrisburg University of Science and Technology, United States

    This paper applies Natural Language Processing (NLP) techniques to analyze 20-months of Twitter data related to the general publics’ discourse about the COVID-19 pandemic and teachers. A total of... More

    pp. 1675-1684

  5. Who Are You Serving? Seeking Equitable Dissemination of Research

    Daniel Mourlam, University of South Dakota, United States; Yi Jin, Kennesaw State University, United States; Teresa Foulger, Arizona State University, United States; Elizabeth Ebersole, Seattle Pacific University, United States

    Access to scholarly research, much of which is sequestered behind academic journal paywalls, is predominantly limited to scholars who are able to gain access through their institutions. Such... More

    pp. 1685-1691

  6. Curating and Creating with Care: Research-based Practices for Navigating Online Educational Marketplaces

    Catharyn Shelton, Northern Arizona University, United States; Leanna Archambault & Lauren McArthur Harris, Arizona State University, United States

    In this best practice session tailored to teachers and teacher educators, we provide an overview of controversial online educational marketplaces: websites where preschool - 12th grade teachers buy... More

    pp. 1692-1696

  7. Edgy Educators Podcast: A Collaborative Pre-Service Teacher and Faculty Creative Effort

    Robin Smith, Shannon Clapsaddle, William Bratberg & Larry Bohannon, Southeast Missouri State University, United States

    The Edgy Educators Podcast project is a student driven and produced podcast for the College of Education, Health, and Human Studies. Upon returning to school face-to-face after Covid 19, many... More

    pp. 1697-1700

  8. Edgy Educators Podcast: A Preservice Teacher and Faculty Collaboration

    Robin Smith, Shannon Clapsaddle, William Bratberg & Larry Bohannon, Southeast Missouri State University, United States

    The Edgy Educators Podcast project is a student driven and produced podcast for the College of Education, Health, and Human Studies. Upon returning to school face-to-face after Covid 19, many... More

    pp. 1701-1703

  9. Elementary Special Educators' TPACK in Shifting Contexts

    Sue Anderson, Texas Christian University, United States

    This qualitative study sought to trace the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use ... More

    pp. 1704-1709

  10. A Connectivism-Based Learning Model for Special Education Teachers Training

    Sharon Hardof-Jaffe, Levinsky College of education, Israel; Rachel Peled, Levinsky College of Education, Israel

    Teachers must nowadays be able to support, evaluate, and develop active learning environments. In this study, we examine a developed model which rests on the connectivism learning theory that... More

    pp. 1710-1718

  11. Special Education and the Pivot to Online Learning during COVID-19: Lessons learned from those who lived it

    Jean Kiekel, University of St. Thomas, United States; Jennifer Courduff, Azusa Pacific University, United States; Peter Hessling, North Carolina State University, United States

    This phenomenological study was conducted to hear the voices of an oft forgotten group of teachers: special educators. While the world made the pivot to online teaching and learning, those who... More

    pp. 1719-1725

  12. Do Technologies Meet the Needs of Students in Therapeutic Day Schools?

    Elizabeth Sturm, Seung Hyun Kim & Youjung Jung, Lewis University, United States

    Emerging technologies are spreading over the world with various impacts and dramatic changes on society and in our daily life. There are many factors affecting technology integration in schools and... More

    pp. 1726-1731

  13. Exploring Academics’ Perception of Work-From-Home Opportunities and Challenges During the Covid-19 Lockdown: Implications for Teacher Education Programme in South Africa

    Emmanuel Olusola Adu, University of South Africa, South Africa; Kazeem Ajase Badaru & Kemi Olajumoke Adu, University of Fort Hare, South Africa

    This study explored the academics’ perception of Work-From-Home opportunities and challenges in the context of a South African university. The study was a qualitative research design. The sample... More

    pp. 1732-1743

  14. Exploring Seesaw Opportunities for Diverse Groups to Learn and Connect with their Native Language

    Omran Akasha & Intissar Yahia, Washington State University, United States; Nadia Almaroum, Arabic School of Washington, United States

    This brief paper aims to explore the Seesaw app as a digital platform that could help multilingual learners. Some multilingual learners may struggle with learning and connecting with their native... More

    pp. 1744-1749

  15. Teacher Candidates' opinions about Augmented Reality as a supplemental educational tool

    MI Alam & Benjamin Gleason, Iowa State University, United States

    As an innovative technology, augmented reality (AR) has gained much attention in recent years. AR technology superimposes digitally simulated information on a physical environment, which can... More

    pp. 1750-1754

  16. Reimagining Learning in Virtual Spaces: Bridging the Gap Between Theory and Practice

    Ezequiel Aleman, Universidad Tecnológica del Uruguay (UTEC), Uruguay; Michelle Bakerson, Indiana University South Bend, United States; Jessica Barberry, Blake Blaze, Jay Chew, Terence Finnegan & Gibrill Martin Sheku Conteh, K20 Educators Think Tank, United States

    A fellowship of seven educators from five different countries explore their lived experiences designing virtual spaces for learning following a human-design centered approach. The designs focused... More

    pp. 1755-1763

  17. AI and Teacher Education: Surveying Pre-Service Teachers’ Acceptance and Future Use of Artificial Intelligence

    Allison Banzon & LaVonda Walker, The University of Central Florida, United States; Michelle Taub, University of Central Florida, United States

    The growing presence of AI in educational settings has brought attention to the need for a renewed vision of technology education in teacher preparation programs. Given the increasing use of AI in ... More

    pp. 1764-1768

  18. Leveraging Engineering Instructors’ Professional Development with Classroom Analytics

    Evrim Baran, Dana AlZoubi & Aliye Karabulut-Ilgu, Iowa State University, United States

    Faculty professional development is known to be a key factor contributing to the effective implementation of evidence-based teaching in STEM classrooms. In this research, we developed TEACHActive, ... More

    pp. 1769-1775

  19. Implementing and Evaluating an Online Professional Development on Gamification for K-12 teachers

    Daisyane Barreto & Jeff Ertzberger, UNCW, United States

    Digital games have been used for educational purposes for almost forty years now (Games & Squire, 2011). Still, most teachers have little or limited experience with digital games (Bourgonjon et al.... More

    pp. 1776-1780

  20. Mixed Reality in Education: Towards a New Paradigm

    Stefano Bauro, Cinzia Campanella & Lorena Corinaldesi, Vodafone, Italy; Nicoletta Di Blas, Politecnico di Milano (Italy), Italy; Maria Teresa Faga & Cristina Franch-Arnau, Vodafone, Italy; Giuditta Pinotti & Matteo Valoriani, Fifthingenium, Italy

    The most obvious use of Mixed Reality (MR) in education (and not only) is to reproduce objects/apparatuses/tools/organs… that would be hard to see or dangerous to manipulate in the real world. In... More

    pp. 1781-1788