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SITE Interactive Conference

Oct 26, 2021

Editors

Elizabeth Langran; David Rutledge

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File: Table of Contents

Table of Contents

3
This conference has 3 award papers. Show award papers

Number of papers: 85

  1. The Role of Technology in Mathematics Teachers’ Approaches to Overcoming a Misconception Related to the Graphical Understanding of Derivatives

    Zeynep Şahin & Hatice Akkoç, Marmara University, Turkey

    This study aims to examine how mathematics teachers’ use of technology differentiates their pedagogical approaches as they offer solutions to overcome a misconception regarding the graphical... More

    pp. 244-249

  2. Implementation Strategies and Challenges in an Online Teacher Professional Development Program in the COVID-19 context

    Sohini Sen, Amina Charania & Durba Sarkar, Tata Institute of Social Sciences, India

    The UDISE data (India) 2018-19 says 22.59% teachers in Assam (Eastern Indian state) lack any professional qualification required for teaching & less than 20% are trained in computers. When schools ... More

    pp. 250-256

  3. Using UDL to explore best practices in teaching online statistics: The impact of COVID-19 on academic learning

    Melanie Shores, The University of Alabama Birmingham, United States

    Due to the pandemic, there has been a rise in online learning in all academic areas. Some question the quality of the courses that are being delivered online due to the rapid conversion from... More

    pp. 257-261

  4. A Valuable Lesson: Linking Pedagogy with Technology Use for Pre-service Teachers.

    Donna Short & He Hanuri, Austin Peay State University, United States

    Abstract: The purpose of this presentation is to improve technology integration for pre-service teachers during their field experience. Fundamental technology competencies would be ideal for pre... More

    pp. 262-267

  5. Creating Evaluations of Teaching that Spark Pedagogical Innovation in Higher Education

    Annika C. Speer, Catherine M. Lussier & Annie S. Ditta, University of California, Riverside, United States

    The landscape of effective teaching in higher education continues to change with the advent of new technology, yet teaching evaluations have remained stagnant. Given the increased focus on... More

    pp. 268-272

  6. Computer Science for All: Evaluation of Professional Development for High School Computer Science Teachers and Counselors Spearheaded by University Faculty As C.S. Coaches Funded by NSF

    Carla Thompson, University of West Florida, United States

    This ongoing study: Computer Science for All, funded by the National Science Foundation is spearheaded by the University of West Florida and provides a program for preparing/assisting high school... More

    p. 273

  7. Addressing COVID Slide: How the Pandemic May Impact Future Learners

    Kelly Torres, Inaya Jaafar & Aubrey Statti, The Chicago School of Professional Psychology - Chicago, IL, United States

    COVID-19 has drastically impacted student learning across the globe. As a result of school closures, learners have experienced academic disruptions that resulted in a reduction of learning gains.... More

    pp. 274-277

  8. How Teacher Choice and Voice can Improve Professional Development Design and Implementation

    Zafer Unal, USF St.Petersburg, United States; Aslihan Unal, Georgia Southern University, United States

    Most educators around the world are required to participate in professional development activities in order to renew certification or licensure and ensure employees are up to standard. This study... More

    pp. 278-287

  9. Capturing “real-time” data: Insights from teacher action research projects on virtual teaching

    Michelle Vaughan, Florida Atlantic University, United States

    In Spring 2020, schools and districts across the country worked tirelessly to create an educational experience for virtual learners in PK-12. As a result, a myriad of new virtual programs and... More

    pp. 288-289

  10. Decentralized MTurk research during the 2020-2021 pandemic: A means for students and emerging faculty to pilot novel studies, and learn research best practices

    Patience S. Wieland & Aleshia Hayes, University of North Texas, United States

    The 2020-2021 pandemic has created challenges for collecting data and recruiting participants, especially among emerging researchers. Amazon's Mechanical Turk (MTurk) platform is a low-cost... More

    pp. 290-294

  11. Beyond Guest Speakers: Using Social Media to Connect In-service Teachers with Teacher Candidates

    Joanna Zimmerle & Cheryl Lambert, Austin Peay State University, United States

    As instructors in a teacher education program at a public university in the southeastern United States, the authors can attest that teacher candidates frequently request more communication with... More

    pp. 295-297

  12. A Qualitative Examination of Teacher Education Faculty Views on Preservice Teachers’ Professional Use of Social Media

    Cordelia Zinskie & Marlynn Griffin, Georgia Southern University, United States

    Teacher education programs must prepare preservice teachers for appropriate and meaningful use of social media in their dual roles as college student and future educator. The purpose of this study ... More

    pp. 298-301

  13. Using simSchool to Enhance simEquity for Preservice and Inservice Teachers

    Rhonda Christensen, University of North Texas, United States; Stacy Kruse, Pragmatic Solutions/SimSchool, United States; Gerald Knezek, University of North Texas, United States

    Bias reduction in teaching practices is an important step in enabling students to achieve their best in the classroom and beyond. A simEquity project using the simSchool simulated teaching platform... More

    pp. 302-305

  14. Teaching Space Science to Middle School Students using Serious Games in a Post-COVID World

    Brian Grey & Sa Liu, Harrisburg University of Science and Technology, United States; Peter Hastings, DePaul Univeristy, United States

    SpacEscape is a problem-solving mobile serious game designed to teach space and solar system science to middle school students through interactive problem solving. While our research was intended... More

    pp. 306-311

  15. Virtual Constructionism: Addressing Equitable Access to Making and Hands-On Computing across Online and Hybrid Settings

    Jason Harron & Yi Jin, Kennesaw State University, United States

    How can we provide equitable access to constructionist learning practices, such as maker-centered learning and hands-on computing, while teaching at a distance or in hybrid settings? Over the past ... More

    pp. 312-313

  16. Comparing Preservice Teachers Learning of Science in a Maker and a Scaffolded Robotics Intervention

    Kamini Jaipal-Jamani, Brock University, Canada

    This study reports on the effect of a maker robotics approach and a scaffolded robotics approach on elementary pre-service teachers’ knowledge of science and self-efficacy to teach science with... More

    pp. 314-316

  17. Music Educators’ Use of a Facebook Group from April 1 through August 20, 2020

    Dan Keast, The University of Texas Permian Basin, United States

    The COVID-19 pandemic caused widespread challenges for many educators across the world. Music educators were no different as they turned to social media for help resolving their technology gaps,... More

    pp. 317-322

  18. Introducing Preservice Teachers to Online Interactive Learning Games

    Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning, United States

    Whyville.net is a free, online environment where 8 million registered tweens engage in game-based learning on their own time. Established in 1999, funds awarded by agencies such as the National... More

    pp. 323-328

  19. Changes in Middle School Teachers’ Thinking after Engaging in Professional Development Emphasizing Computer Vision

    Terri L. Kurz, Suren Jayasuriya, Joshua Rego, Kelly Jackson & Kimberlee Swisher, Arizona State University, United States; John Mativo, Ramana Pidaparti, Dawn Robinson & Cerenity Collins, University of Georgia, United States

    As part of a professional development experience, inservice teachers were provided with lessons and activities emphasizing computer vision. Lessons focused on image processing, machine learning for... More

    pp. 329-333

  20. Development of an augmented reality application for a middle school science course

    Ting-ling Lai, Chi-Yin Chou & You-Sheng Lin, Tamkang University, Taiwan

    The purpose of this study was to explore how eighth-grade students used an augmented reality-based application to learn about magnetic field force. Fifteen students worked in pairs to use mobile... More

    pp. 334-336