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Society for Information Technology & Teacher Education International Conference

Mar 05, 2017


Paul Resta; Shaunna Smith

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File: Cover & Front Pages

File: File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 415

  1. Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    This diverse panel will provide insights and perspectives into the various aspects of games and simulations. The panelists will discuss not only challenges and barriers involved in designing,... More

    pp. 475-480

  2. Quality of Instructor Intention: Understanding Learner Needs through Timeliness of Engagement, Quality of Feedback and Embedded Motivational Understandings

    Caroline M. Crawford, University of Houston-Clear Lake, United States; Noran L. Moffett, Fayetteville State University, United States

    The quality of instructor guidance and support throughout a course experience is inherently vital and sets the energetic tone and associated collegial endeavors that support or may even diminish a ... More

    pp. 481-486

  3. Shifting Classroom Teacher Perceptions of Learning Technologies through a Community of Practice and Community-Embedded Approach

    Caroline M. Crawford, University of Houston-Clear Lake, United States

    The intimidation and anxiety that so many classroom teachers experience are recognized as not merely undefined angst and self-efficacy based concerns related to a comfortableness associated with... More

    pp. 487-492

  4. Practice What We Preach: A Revision of an Online Teaching Certification Program

    Felicia Cruz & Taylor Cody, St. Mary's University, United States

    Online learning is taking higher education by storm, but are faculty ready for this approach to teaching? In this case, ready means the professor is up-to-date on effective online teaching methods ... More

    pp. 493-498

  5. Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway

    Greta Björk Gudmundsdottir, Institute for Teacher Education and School Research, University of Oslo, Norway, Norway; Kristin Beate Vasbø, Institute for Teacher Education and School Research, University of Oslo, Norway

    This paper provides an analysis of the implementation of a blended learning approach in a newly revised part-time teacher education program at the University of Oslo, Norway. A digital learning... More

    pp. 499-509

  6. Taking Blended Learning to Graduate Teacher Education:Examining a Blending Strategy

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    Most definitions describe blended learning as a combination of face-to-face and online elements and do not incorporate the interactions of content, activities, assignments, and meetings. When... More

    pp. 510-517

  7. Comparisons of Online and Face-to-Face (F2F) Candidates’ Classroom Readiness

    Tina Heafner, University of North Carolina at Charlotte, United States; Teresa Petty, UNC Charlotte, United States

    In a prior study comparing online and face-to-face programs, researchers found differences in programmatic structures and learning outcomes as measured by edTPA. From results these scholars... More

    pp. 518-525

  8. Dynamic Design, Development, and Delivery: Best Practices for Online Graduate Education Courses

    Jacqueline Kaminski Mumford & Michelle Lenarz, Walsh University, United States

    The development and delivery of eLearning courses within the realm of teacher education and licensure is a complex process. This virtual brief paper employs utilizes an an action research lens in ... More

    pp. 526-531

  9. Perceptions in Higher Education of Professional Learning Networks (PLNs)

    Daniel G Krutka, Texas Woman's University, United States; Torrey Trust, University of Massachusetts Amherst, United States; Jeffrey Carpenter, Elon University, United States

    Many faculty members in higher education have turned to professional learning networks (PLNs) to take advantage of reduced temporal and spatial constraints in an effort to engage with colleagues.... More

    pp. 532-535

  10. Leveraging Graduate Work: Perspectives on Pursuing a Career in Academia

    Elizabeth Langran, Marymount University, United States; Curby Alexander, Texas Christian University, United States; Jonathan Cohen, Georgia State University, United States

    This panel is tailored for graduate students preparing for and seeking faculty positions. Three current faculty members representing a variety of academic placements will share their experiences... More

    pp. 536-537

  11. Understanding the antecedents of self-awareness critical thinking in management education

    Shinyi Lin & Yi Ping Lin, National Taichung University of Education, Taiwan

    This study is to understand the antecedents of self-awareness critical thinking specifically for pre-service managerial practitioners in management education. Participants in this study were 138... More

    pp. 538-545

  12. Strategies for Engaging Online Learners: Lessons from Virtual Reference in Academic Libraries

    Adolfo Prieto, California State University, Fullerton, United States

    This presentation shares several strategies used by academic librarians who work online with their user communities through such channels as instant message and online chat, and it serves to offer ... More

    pp. 546-548

  13. A Path to Successful Online Instruction

    Elaine Reeder, Virginia Commonwealth University, United States

    Quality online learning will lead to new and more relevant opportunities for students to learn content and how to think for themselves. Planning an easy to manage, engaging, easy to navigate,... More

    pp. 549-553

  14. The Contribution of the Social Network to the Teaching and Learning Process

    Tami Seifert, Kibbutzim College of Education Technology and the Arts, Israel

    This study aims to investigate the contribution of learning activities to attitudes of teachers who experienced implementation of pedagogical models of social networks regarding their integration... More

    pp. 554-559

  15. Staying Current: A Digitally-Focused Professional Development Series and Partnership in a College of Education

    Peggy Semingson, University of Texas at Arlington, United States; Kathryn Pole & Brian Brown, The University of Texas at Arlington, United States

    This best practices session provides an overview of how a large public university-based College of Education (COEd) in Texas structured regularly scheduled digitally-focused professional... More

    pp. 560-565

  16. Using Interactive Narratives to Better Prepare Pre-Service Teachers

    Hyuksoon Song, Georgian Court University, United States

    Too often new teachers are thrown into inclusion teaching situations without proper training or knowledge of co-teaching strategies and therefore the most effective co-teaching strategies are not... More

    pp. 566-571

  17. Value Co-creation Model for Higher Education Service

    Ryota Sugino, Yushun Idei, Koji Kimita & Yoshiki Shimomura, Tokyo Metropolitan University, Japan

    In the business so far, it was emphasized for providers to enhance value-in-exchange, which is perceived by receivers as exchanging a product and/or service for consideration. However, in recent... More

    pp. 572-577

  18. A Framework for Problem-Based Learning in the Virtual Environment for Graduate Students Enrolled in Courses for Principal Certification

    Pam Winn & Melissa Becker, Tarleton State University, United States; Danna Beaty, Tarleton State Univserisity, United States

    This study examines the use of Project-Based Learning in a completely online graduate course for aspiring school administrators. This was a qualitative study. Findings indicate students were... More

    pp. 578-585

  19. Interviews of Participants in a Short-Term Study Abroad Program in Costa Rica Regarding Educational Technology

    Stephen Adams, Educational Technology and Media Leadership, California State University, Long Beach, United States; Fabian Rojas Ramirez, Educational Leadership, California State University, Long Beach, USA and Universidad Nacional, Costa Rica

    This paper details a study of educators who participated in a unique short-term study abroad course concerning information and communication technologies in education. The course originates in the ... More

    pp. 586-596

  20. Emerging Global Learning Environments: The Role of Communication and Collaboration in Higher Education Settings

    Ahmed Alanazi & Ronald Aust, University of Kansas, United States; Allen Quesada, University of Costa Rica, San José, Costa Rica

    Abstract: This qualitative study investigates students’ usage of media-rich communication methods in online collaborative learning environments using both asynchronous and synchronous technologies.... More

    pp. 597-601