Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 370
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
