Society for Information Technology & Teacher Education International Conference
Mar 18, 2019
Editors
Kevin Graziano
Table of Contents
Number of papers: 444
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Research-Based Instructional Design: It's Harder Than You Think!
Brooke Blanks, Radford University IMPACT Lab, United States; Anthony Dove & Matthew Dunleavy, Radford University, United States
A primary goal of Project ASSET is to leverage principles of learning sciences to develop online, self-paced, competency-based education (CBE) micro-credentials to increase the number of highly... More
pp. 1346-1347
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Establishing Content Validity and Interrater Reliability for Assessments and Instruments
Erik Braun & Gerra Perkins, Northwestern State University of Louisiana, United States
Creating valid and reliable instruments is important for assessing students, establishing credibility in research articles, and creating self-study reports for accreditation. In this session,... More
pp. 1348-1350
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Constructing a Measurement Model of L2 Complexity in Automated Essay Scoring for Japanese EFL Learners’ Writing: Toward a Qualitative and Analytic Evaluation
Takeshi Kato, University of Tsukuba, Japan; Yuichi Ono, University of Tsukba, Japan
The current study aims to construct a measurement model of L2 complexity with conventional linguistic features, and examines the applicability of the complexity constructs to Japanese learners’... More
pp. 1351-1356
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ISTE’s Higher Education Recognition Program
Sarah McPherson, New York Institute of Technology, United States; Carolyn Sykora, International Society for Technology in Education - ISTE, United States
The International Society for Technology in Education (ISTE) is launching a program called ISTE Recognition for Higher Education Programs to recognize and celebrate pre-service and advanced degree ... More
pp. 1357-1361
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How to Assess Learning with Brain in Mind?
Ilknur Oded, California State University Monterey Bay, United States; Yaniv Oded, Indiana University, United States
Learning is not simply getting the right answer on a test. Neural networks are developed through trial and error, and hence brain-based assessment, which provides more experimentation and feedback ... More
pp. 1362-1366
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Providing Initial Teacher Education Students with Flexible Assessment
Mitchell Parkes & Peter Fletcher, University of New England, Australia
This paper describes our experience offering students flexibility in the timing of when they submitted their assessment tasks for marking. The study sample comprised students enrolled in an Initial... More
pp. 1367-1374
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Beliefs in Practice: Assessment and Grading Philosophies Among Secondary Education Pre-service Teachers
Jay Percell, Illinois State University, United States
It is one thing to hold a pedagogical belief or an educational philosophy, and quite another to carry it out in practice. In this study, one section of 22 secondary education pre-service teachers... More
pp. 1375-1379
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Theoretical Foundations to Design Learner-Generated Digital Media (LGDM) Assessment Rubrics
Jorge Reyna, University of Technology Sydney, Australia
Learner-Generated Digital Media (LGDM) assignments empower students to become co-creator of knowledge rather than passive consumers of content. The Internet explosion, the affordability of digital ... More
pp. 1380-1389
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Wants and Haves: Student Perceptions of Practicum Experiences in a Teacher Preparation Program
Laura Sujo-Montes, Devon Swanson, Jordan Foster, Chih-Hsiung Tu, Shadow Armfield & Michael Blocher, Northern Arizona University, United States
This paper presents students’ perceptions of what they want in a practicum and what they actually get during their practicum experience. One of the main results indicate that preservice teachers do... More
pp. 1390-1394
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Exploration Nature of Technological Creativity
shao-I Chiu, DAYEH University, Graduate of Professional Developmental in Education, Taiwan; Hsiu-Yuan Hu, Department of Food Technology and Marketing Management, Taipei University of Maritime Technology, Taiwan; Tung-Yen Chen, Graduate Student, PH. D. Program in Management, Da-Yeh University, Taiwan
This study aims at understanding the nature of technological creativity as a reference for technological creativity courses and teaching methods. Interviews are done with 4 people from the industry... More
pp. 1395-1402
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Failing to succeed: The value of failure in creativity
Edwin Creely & Michael Henderson, Monash University, Australia; Danah Henriksen, Arizona State University, United States
Creativity is often aligned, in the academic literature and in policy, with desired 21st century skills. Creativity is also positioned as a vital part of education for digital futures and for the... More
pp. 1403-1411
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Providing Context for Technology Integration: Teacher Candidates Engage in Real-World Data Collection
Jordan Foster, Devon Swanson, J. Michael Blocher, Shadow Armfield, Laura Blocher & Laura Sujo-Montes, Northern Arizona University, United States
Teaching future teachers to understand the ISTE Standards for Students and Educators can be complex as preservice teachers may not possess the background knowledge to operationalize what the... More
pp. 1412-1416
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Ways to create class assignments that can boost community participation
George Kontos, Western Kentucky University, United States
A collaborative project is described. In this project, students in a web design class contacted local businesses and created web sites (collections of web pages) to benefit these businesses. Two... More
pp. 1417-1420
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Looking Beyond the Face Value of the Technology: Preparing 21st Century Pre-Service Teachers to Engage in Creative, Playful, and Innovative Learning
Tera Lawson & Nadia Jaramillo Cherrez, Iowa State University, United States
This paper discusses an educational technology approach implemented in teacher education course on tutoring in reading where pre-service teachers are encouraged to explore technology tools and to... More
pp. 1421-1426
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An Asset-Based Approach to Integrating Formal and Informal Education During Teacher Preparation
Daniel A. Tillman, William H. Robertson & Song A. An, The University of Texas at El Paso, United States
This paper presents a framework for addressing the integration of formal and informal education during teacher preparation. Specifically, the narrative addresses the many challenges that arise when... More
pp. 1427-1431
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A Preliminary Investigation into Creativity Fostering Behaviors of Maker Teachers in Shanghai
Wei Wang & Junhao Shan, East China Normal University, China
The purpose of this study was to evaluate creativity fostering behaviors of maker teachers and examine its relationships with teachers’ individual creativity. A 27-item self-rating scale based on... More
pp. 1432-1437
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Assessing Creativity in Learning Environments: Developing an Attitudinal Scale
Jennifer Weible, Central Michigan University, United States; Tonia Dousay, University of Idaho, United States
With the increasing need to assess affect in science, we modified a psychometrically validated curiosity scale for adults. By eliminating questions that were not appropriate for youth as well as... More
pp. 1438-1442
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Building Pre-Service Teachers’ Capacity to Nurture Young Innovators
Stephanie Budhai, Neumann University, United States
In order for young learners to grow as creative innovators, they must have teachers who nurture their creativity and innovative mindsets. The purpose of this paper and roundtable is to discuss ways... More
pp. 1443-1446
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A Study of Teachers Who Implement Instructional Technology in Primary Grades
Stacy Joseph, University of North Texas, United States
Students of all ages should have the opportunity to learn and the gain the skills they will need as adults. Technology, especially the interactive nature of the Internet, allows instructional tools... More
pp. 1447-1452
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They Think What? An Investigation of Preschoolers’ Digital Technology and Media Skills and Teacher Candidates’ Beliefs
Daniel Mourlam, Gabrielle Strouse & Lisa Newland, University of South Dakota, United States
Digital technologies and media (DTM) have become commonplace in our lives. As a result, young children are using DTM more often and are likely entering school with enhanced skills. Yet, schools... More
pp. 1453-1461
