SITE Interactive Conference
Oct 26, 2021
Editors
Elizabeth Langran; David Rutledge
Table of Contents
Number of papers: 83
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Cost-Benefit Analysis of a Constructivist Based Education Technology Initiative in India
Uchita Bakshani, Tata Institue of Social Sciences, India; Amina Charania, Tata Institute of Social Sciences, India
This paper reports a study that explores the benefits of implementing the Integrated Approach to Technology in Education (ITE) initiative. ITE aimed at integrating ICT tools within the regular... More
pp. 1-7
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Online Learning Through the Eyes of Students with Limited English Proficiency
Taylor Davis & Geneva Tesh, University of North Texas, United States
Providing quality online instruction has become more important than ever with the abrupt shift in education caused by the COVID-19 pandemic as teachers and students adapted to online learning.... More
pp. 8-14
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Fostering Diversity, Equity, and Inclusion in Online Classes
Galia Fussell & Michelle Bianco, Purdue University Global, United States; Gulnur Polkina, Naberezhnye Chelny State Pedagogical University, Russian Federation
Professors at colleges and universities are tasked to cultivate an inclusive climate where diversity is celebrated and respected. All students, regardless of gender, race, ethnicity, culture,... More
pp. 15-19
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Using Academic Writer to Develop Students’ Writing and Research Skills
Galia Fussell & Michelle Bianco, Purdue University Global, United States; Gulnur Polkina, Naberezhnye Chelny State Pedagogical University, Russian Federation
Developing students’ writing and research skills is among the demanding tasks for both professors and students. Writing effectively is a challenging but important aspect for individuals’... More
pp. 20-24
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Teaching Employability Skills to Arabic-speaking Migrants: Instructional Designer Perspectives
Amelie Hanna, Flinders University, Australia
The unemployment rate among Arabic-speaking migrants to Australia is around 21%. A proposed intervention is to scale up English language, computer, and business skills for unemployed Arabic... More
pp. 25-30
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Are Middle School Students from a Lower Socioeconomic Background at a Disadvantage in the Online Learning Environment?
Jennifer Hunsucker & Eric Marvin, Union University, United States
The coronavirus pandemic spurred the rise of online learning among K-12 schools, but with the rapid shift to this format, some students may be at a disadvantage based on their socioeconomic status.... More
pp. 31-39
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Exploring the Connection Between Universal Design for Learning and Culturally Responsive Teaching: Community, Choice, and Support for Diverse Learners through Different Teaching Modalities
Kerrigan Mahoney & Elizabeth Harsma, Minnesota State University, Mankato, United States
A key consideration of designing and implementing instruction with technology is meeting the needs of diverse learners. A technology that can provide access to learning for one student may create a... More
pp. 40-43
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Understanding the teacher participation and interaction over technology-enabled CoP
Sumegh Paltiwale & Amina Charania, Tata Institute of Social Sciences, India
This study presents analysis of a community of teachers’ (CoP) communication patterns in an Instant Messaging Application (Telegram) in context of a micro-credent course using digital-badge. This... More
pp. 44-48
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Tech-savvy redlining: Understanding technology's role in educational segregation
Jalesa Parks, Austin Peay State University, United States
Paul Attewell (2001) posed the following question: “Is providing access to computer technology an effective policy instrument for reducing social inequality?” Approximately twenty years later,... More
pp. 49-52
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Crowd-Sourced Wisdom for International Students: Differences Between Academic and Non-Academic Social Q&A
Hon Jie Teo & Fangyang Shen, New York City College of Technology, United States
This study examines the features of the most popular topics in a widely used social question and answer community (SQAC) by Chinese international students. As an open and accessible source of... More
pp. 53-58
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Preserving Native American Language Through Mobile Learning
Stephanie Tubby, University of North Texas, United States
Preserving language and culture is a crucial initiative for Native American communities across the United States. Presently, only regional and state efforts have developed curriculum and programs... More
pp. 59-64
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Teaching virtually using multi-application to overcome digital divide during the COVID-19 pandemic
Nyarai Tunjera & Agnes Chigona, Cape Peninsula University of Technology, South Africa
The COVID-19 worldwide pandemic affected extensively educational institutions that relied on traditional face-to-face teaching strategies. The current context of South African higher education... More
pp. 65-78
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Teacher Perceptions of Native Science During an Indigenous Virtual STEM Camp
Luke Ziegler, Leigh Martin & Jonathan D. Cohen, Georgia State University, United States
Native science and indigenous ways of knowing are undervalued in science, technology, engineering, and mathematics (STEM) fields, limiting Native scientists’ and STEM professionals’ ability to... More
pp. 79-84
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Are Current PK-12 Teaching Practices Preventing Students From Gaining Needed Technology Skills?
Bryan Artman, University of Nebraska Kearney, United States
The current teaching practices of PK-12 teachers in 1:1 technology environments are not equipping students with the necessary technology skills. These practices put their future career and academic... More
pp. 85-86
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Successful Integration of technology into the Composition classroom through the use of Bloom’s Digital Taxonomy.
Michelle Bianco & Galia Fussell, Purdue University Global, United States
Recent events have required that Composition courses become facilitated online and digital technologies transfer static lessons into critical thinking learning environments for more student... More
pp. 87-91
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Technology-assisted Grading and the Real Three C’s of Composition.
Michelle Bianco & Galia Fussell, Purdue University Global, United States
With the increase of technology comes a predisposed inclination to rely on technologies to assist in grading. Rich Barlow (2019) explains this move, “In 18 of the 21[states], only a fraction of... More
pp. 92-95
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And then there was SAMS: Improving Digital Literacy Through the use of a Hybrid Application
Zarina Charlesworth, University of Applied Sciences & Arts of Western Switzerland // HES-SO, Switzerland; Shaban Shabani, University of Applied Sciences & Arts Western Switzerland (HES-SO), Switzerland
This paper looks at the spread of online misinformation with a focus on improving digital literacy in the higher education classroom through the development of such skills amongst higher education ... More
pp. 96-102
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A Curriculum for Implementing Inquiry-Based Learning of Science in an Online Environment
Suparna Chatterjee, Arkansas Tech University, United States; Paige Wheeler & Stella Otoo, New Mexico State University, United States
The goal of inquiry-based learning (IBL) is to actively engage students in their learning. The STEM Outreach Center offered a Zombie Apocalypse online summer camp in 2021 for students who could not... More
pp. 103-107
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Exploring Cybersecurity Education at the K-12 Level
Weiru Chen & Yuming He, Old Dominion University, United States; Xin Tian, Kennesaw State University, United States; Wu He, Old Dominion University, United States
K-12 cybersecurity education is receiving growing attention with the growing number of cyberattacks and a shortage of cybersecurity professionals. However, there are many barriers for teachers to... More
pp. 108-114
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Vocabulary Learning Through Games on the e-Platform
Shu Chen-Worley, Touro College, United States
The purpose of this paper presentation is to discuss and demonstrate to classroom teachers, administrators, and parents about how vocabulary can be effectively taught virtually to learners who are ... More
pp. 115-117