Society for Information Technology & Teacher Education International Conference
Mar 25, 2024
Editors
Jake Cohen; Gina Solano
Table of Contents
Number of papers: 412
-
Shaping educators in the digital age: Exploring the discrepancy in professional identities from initial teacher education to classroom realities
Ottavia Trevisan, University of Padova, Italy
Higher education programmes equip preservice teachers with strong professional knowledge, attitudes, and skills. However, a worrying number of newly qualified teachers experience a reality shock... More
pp. 644-651
-
The Future of Faculty Portfolios: Digital Strategies for Tenure and Promotion Success.
Zafer Unal, University of South Florida, United States; Aslihan Unal, Georgia Southern University, United States
Some higher institutions have an electronic file system for faculty to use for their dossier, while others use paper-based portfolios and binders. In either case, faculty members have the challenge... More
pp. 652-658
-
A Study on the Stages of Concerns of AI Teachers in Middle Schools
Hongyan Yan, East China Normal University, China
Teachers are the key to determine the success or failure of educational reform. Teacher development is an internal development process driven by various comprehensive experience. At present, the... More
pp. 659-665
-
Video Game-based Foreign Language Education: Japanese via Momotaro Dentetsu as an Example of a Culturally Popular Format.
Tetsuya Aboshi, David Rutledge & Noriko Momma Pedersen, New Mexico State University, United States
Foreign Language teachers and teacher educators have many newer opportunities to use technology within teacher education. This study explores the influence of a popular video game Momotaro Dentetsu... More
pp. 666-670
-
Esports Program Organization and Funding A Pilot Study
Marc DeArmond, Boise State University, Department of Education, United States
As esports continue to spread across the university landscape there is little understanding of where these programs are situated within their respective universities. Some programs are found as a... More
pp. 671-675
-
A Game Designed for Pro-Social Change: A Way Home!
Suzanne Ensmann, The University of Tampa, United States
There is ample opportunity for pro-social change in society. This proposal reports on the lessons from developing a 3-D video game to impart knowledge and transfer learning to promote pro-social... More
pp. 676-680
-
Web-Based Games to Enhance Students’ Learning in K-12 Classrooms
Hillary Gould, University of Missouri, United States; Pankaj Khazanchi, Liberty University/ Cobb County School District, United States
Educational games offer an efficient method for students to enhance academic achievement and have fun, as they increasingly turn to online games for a memorable and meaningful learning experience... More
pp. 681-685
-
The Invisible Tutorial: Changing Attitude towards Game-Based Learning in Pre-Service Teachers with Minecraft Education
Jacob Hauman & Gandolfi Enrico, Kent State University, United States
Game-based learning is a broad field, but relatively few studies have been done investigating the link between game design elements and learning outcomes. Twenty five pre-service teachers in an... More
pp. 686-689
-
Optimizing preservice teacher learning with digital teaching simulations: Comparing teachers’ self-assessment and scoring from trained raters
Devon Kinsey & Jamie Mikeska, ETS, United States
In this study, we explored how the use of an online digital teaching simulation impacts preservice teacher (PST) learning. We describe the overall implementation of an online practice suite of... More
pp. 690-697
-
Impact of Simulation-Based Teacher Professional Development on Student Perceptions of Teaching Practices
Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning, United States
Assessment of the impact of teacher professional development is seldom accomplished by asking their students. This study addresses whether self-reported changes in teacher practices align with... More
pp. 698-706
-
Importance of the Role of Educators in Navigating Bias in AI
Kaylee Bloom & Raymond Francis, Central Michigan University, United States
The integration of artificial intelligence (AI) into education offers unprecedented opportunities but also raises concerns about bias within AI algorithms. This paper examines the critical role of ... More
pp. 707-712
-
Exploring Artificial Intelligence (AI) Literacy and Prompt Literacy: What Do We Know about Artificial Intelligence Competency for Educators?
Xiaojun Chen, St. John's University, United States; Zilong Pan, Lehigh University, United States; Zilu Jiang, Johns Hopkins University, United States
This work examines the integration of generative AI (GAI) tools in education and the importance of AI literacy for educators. It highlights the gap in existing AI literacy frameworks, which were... More
pp. 713-718
-
Innovating Education: Creating Custom ChatGPT Solutions for Enhanced Teaching and Learning Experiences
Keirah Comstock, Simon Business School, University of Rochester, United States
This proposal shares the transformative potential of custom Chat Generative Pre-Trained Transformer (GPTGPT) models in K-12 and higher education. It explores various custom ChatGPT models for... More
pp. 719-727
-
Enhancing Special Education Lesson Planning: Harnessing the Potential of ChatGPT for In-Service and Pre-Service Teachers
Nicci Dowd & Elizabeth Langran, Marymount University, United States
This study explored the Generative AI model ChatGPT's perceived effectiveness in aiding pre- and in-service teachers to develop inclusive lesson plans for students with disabilities, highlighting... More
pp. 728-737
-
The Dueling Ns: Designing a Double-Entry Survey to Meet Two Research Needs for a GenAI Study
Teresa Foulger, Arizona State University, United States; Todd Cherner, University of North Carolina at Chapel Hill, United States
This poster session introduces an innovative solution to the challenge of gathering diverse and targeted data for international surveys in higher education. The co-authors devised a two-part survey... More
pp. 738-740
-
Preservice Teachers Application of Generative AI Tools
Lucretia Fraga, University of the Incarnate Word, United States
The purpose of the study is to investigate undergraduate preservice teachers' perspectives and understandings about the use of artificial intelligence (AI) as an educational tool. In one... More
pp. 741-743
-
Foundation: E-Learning for AI Literacy
Hannah Cecilia Garcia, UNC Chapel Hill, United States
Generative AI (GAI) has a projected growth rate of 43% over the next decade (Catsaros, 2023). As policymakers tackle risk assessment, the potential harms of GAI are evolving: privacy violation,... More
pp. 744-748
-
Exploring Generative AI Through the Eyes of Students and Teachers in a Public High School
Emily C. George & Lotta Larson, Kansas State University, United States
This qualitative study explores the experiences and implementation of generative AI technology, including ChatGPT, in a public high school in southeast Kansas to develop writing skills among... More
pp. 749-753
-
Generative AI: An Overview
Ronald Glotzbach, Purdue University, United States
Generative AI stands at the forefront of artificial intelligence, showcasing the ability to create novel content and push the boundaries of computational creativity. Central to this field are... More
pp. 754-756
-
Generative AI in Higher Education: Insights from a Campus-Wide Student Survey at a Large Public University
David Goldberg, Elisa Sobo, James Frazee & Sean Hauze, San Diego State University, United States
The rise of generative Artificial Intelligence (gAI) technologies has significant implications for pedagogy, curriculum, and student engagement. This study investigates student attitudes and... More
pp. 757-766
