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Browsing by Subject: Classrooms

  1. Using An Action Research Approach to Develop Cooperating Teachers’ Capacity to Mediate Student Teachers’ Experiences with Technology in Field Placements: Emerging Findings

    Julia Hermos, Babette Moeller & Bill Tally, EDC/Center for Children & Technology, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1208–1217

    This presentation will address findings from the second year evaluation of the federally funded PT3 grant, Project ConTExT. Through this grant, Bank Street College of Education implemented a multi... More

    pp. 1208-1217

  2. ANGEL, CHAMPS, PEGS: Enhancing Classroom Management Skills

    Sue Blanchard, St. Petersburg College, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1114–1119

    Classroom management impacts every level of instruction. Creating an environment conducive to academic achievement and ensuring school safety depend upon each teacher having sufficient classroom... More

    pp. 1114-1119

  3. Summary of Instructor and Student Perceptions of a Videoconference Course

    Trevor Woods, University of Lethbridge, Canada

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1082–1087

    The University of Lethbridge developed a plan to offer first year courses to three remote communities via videoconferencing. To prepare, a pilot project was conducted that divided a first year... More

    pp. 1082-1087

  4. Neither By Training, Nor By Attitude, But By A Desire for Professional Efficacy Shall Ye Know Them: Predictors of Technology Integration

    Antonia A. D’Onofrio & Kathleen Bowes, Widener University, United States; Elaine Marker, Rowan University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 865–872

    This study explored the relationship between teachers' attitudes toward technology, their reported levels of technology integration in their classroom practices, and background characteristics that... More

    pp. 865-872

  5. Using Blogs as Research Tool to Examine Classroom Practices and Classroom Characteristics

    Christina W. Charnitski, Immaculata University, United States; Francis A. Harvey, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 852–857

    The No Child Left Behind Act (NCLB) has had a significant impact on student learning, including some unintended consequences. This paper will discuss some of the changes in classroom practice that ... More

    pp. 852-857

  6. Student Teachers' Perceptions about Gender Inequality in use of Technology in Classroom

    Amina Charania, Iowa State University, United States; Kebatenne Hulela, ISU, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 784–788

    In general, research shows that men and women perceive computers differently. This paper intends to explore the contribution of teachers in either shortening or widening gender gap in use of... More

    pp. 784-788

  7. Student-Created Advertisements Offer Enhanced Learning Opportunities

    Philip Hurdle, Elmira College, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 754–758

    With help from today's technology teacher educators can now capture the attention and interest of their students by using the creation of digital video advertising in the classroom. Likewise,... More

    pp. 754-758

  8. Digital Storytelling: Moving from Promise to Practice

    Mark Hofer, College of William & Mary, United States; Kathleen Owings Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 679–684

    Student-created digital storytelling projects provide a number of promising opportunities in the classroom. Along with this promise come many challenges with both pedagogy and the technology. ... More

    pp. 679-684

  9. I Want You to Visit My Class, But You're so Far Away: Using Expert Visitors at a Distance

    Raymond Rose, Concord Consortium, United States; Cheryl Bolick, University of North Carolina, United States; Niki Davis, Iowa State University, United States; Zahrl Schoeny, Curry School of Education, University of Virginia, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) p. 528

    It can be a significant learning experience for students to have the opportunity to meet and interact with experts, but frequently the expert resides at a considerable distance from the institution... More

    p. 528

  10. Social Presence in K-12 Interactive Television Classrooms

    Michiko Kobayashi, Virginia Polytechnic Institute and State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 402–407

    Social presence is one of the critical factors that affect student's learning in interactive television (ITV) classrooms. The paper discusses a theory of social presence and related concepts and... More

    pp. 402-407

  11. Instructional Theory: Lessons Learned from the Development and Implementation of a Hybrid Course

    Cheryl Franklin, Boise State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 350–353

    A hybrid course combines the best features of traditional, face-to-face instruction with the best features of online learning. In hybrid courses a significant portion of the learning activities are... More

    pp. 350-353

  12. Technology Outcomes in Post-Secondary Online Education Classrooms

    Erik Black, Kara Dawson & Richard Ferdig, The University of Florida, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 253–256

    While a valid instrument for analysis of classroom environment exists for high school students, a valid and reliable instrument for use with post-secondary distance education populations has yet to... More

    pp. 253-256

  13. Electronic Portfolios: Meeting Standards

    Suzanne Stoddart, Marian College, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) p. 164

    Portfolio assessment is rapidly becoming an important way to demonstrate competency in an increasingly standards-based profession. Many pre-service teacher programs use student created portfolios... More

    p. 164

  14. The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment

    Lori B. Holcomb, North Carolina State University, United States; Scott W. Brown & Clarisse O. Lima, University of Connecticut, United States; Jonna M. Kulikowich, The Pennsylvania State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 63–68

    In recent years, the United States has invested vast amounts of money and resources into the public school system (NCES, 2005). Technology has infused the field education, impacting instruction,... More

    pp. 63-68

  15. Assessing the Technological Fluency of Preservice Teachers Using a Web-based Model

    Brenda Frieden, Pittsburg State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 37–39

    This presentation incorporates an innovative approach to effectively assess preservice teachers' preparation for the varied technology found in diverse school settings. Experience a dynamic, one-of... More

    pp. 37-39

  16. Learning From the Process: The Making of a Multimedia Case Study

    Joanna Masingila, Syracuse University, United States; Moses Ochanji, California State University at San Marcos, United States; Christina Pfister, Syracuse University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 269–283

    The limits inherent in field experiences are significant challenges to teacher educators in preservice teachers' preparation. One key challenge is having preservice teachers understand the... More

    pp. 269-283

  17. The role of teacher practices and classroom characteristics on the "digital divide" in students’ usage of technology tools: A Multilevel Analysis

    Seung Jin, Lewis University, United States; Joshua Bagaka, Cleveland State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 5, No. 3 (2005) pp. 318–329

    The study examined the role student, teacher/classroom, and school characteristics play on the "digital divide" in access and utilization of various technology tools among elementary school... More

    pp. 318-329

  18. Just-in-time Generation of Pedagogically Sound, Context Sensitive Personalized Learning Experiences

    Ian O' Keeffe, Aoife Brady, Owen Conlan & Vincent Wade, Knowledge and Date Engineering Group, Dept. of Computer Science, School of Computer Science and Statistics, Faculty of Engineering and Systems Sciences Trinity College Dublin, Ireland

    International Journal on E-Learning Vol. 5, No. 1 (2006) pp. 113–127

    The just-in-time generation of personalized learning experiences requires the assembly of atomic learning assets into coherent learning activities for a learner, based on his/her preferences and... More

    pp. 113-127

  19. Authoring of Learning Objects in Context

    Marcus Specht, Open University of the Netherlands, Netherlands; Milos Kravcik, Fraunhofer Institute for Applied Information Technology, Germany

    International Journal on E-Learning Vol. 5, No. 1 (2006) pp. 25–33

    Learning objects and content interchange standards provide new possibilities for e-learning. Nevertheless the content often lacks context data to find appropriate use for adaptive learning on... More

    pp. 25-33

  20. The Nature of Groups: Implications for Learning Design

    Todd Ohl, Agilefox, United States; Ward Cates, Lehigh University, United States

    Journal of Interactive Learning Research Vol. 17, No. 1 (January 2006) pp. 71–89

    Considering recent claims that groups are important to teaching and learning, the authors examine the differences between groups and collections of people to see how one might create learning... More

    pp. 71-89