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Society for Information Technology & Teacher Education International Conference

Mar 18, 2019

Editors

Kevin Graziano

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Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 444

  1. A Practical Guide to Integrating the use of Digital Badges within K-12 Classroom Environments

    Erin Besser, University of South Carolina Aiken, United States

    Utilizing the capabilities of digital badges within K-12 education has been a recent trend. Mozilla (n.d.) notes the purpose of digital badges is to, “get recognition for learning that happens... More

    pp. 1735-1740

  2. Reaching Sub-Saharan Africa Learners Innovatively: The Role of Mobile Technologies. A Narrative Review of Literature.

    Newton Buliva, University of North Texas, United States

    Data from the International Telecommunications Union (ITU) indicates that mobile-cellular penetration has reached over 70 percent in Least Developing Countries, including most of the countries in... More

    pp. 1741-1745

  3. Pre-Service Teachers’ Intentions towards using Emerging Technologies

    Laurie O. Campbell, Samantha Heller & Claudia Sutter, University of Central Florida, United States

    Tools such as virtual reality, tangible user interfaces, and artificial intelligence can assist teachers in creating learning experiences that promote critical thinking and problem-solving. Yet, it... More

    pp. 1746-1749

  4. Implementing digital literacies: Do pre-service teachers instruct students in the same strategies that they utilize as digital learners?

    Vicky Cardullo, Auburn University, United States; Nance Wilson, SUNY Cortland 18 Yong Street Cortland NY 13045, United States; Vicky Zygouris-Coe, University of Central Florida Reading Education Program School of Teaching, Learning, and Leadership, United States

    This study addresses pre-service teacher’s implementation of digital literacy strategies within an alternative field placement. The participants first learned about strategic learning in both the ... More

    pp. 1750-1756

  5. Professional Identities of Preservice Teachers: Planning, Implementing, and Developing Lessons Using Technology

    Vicky Cardullo, Auburn University, United States

    This research intended to investigate the development of preservice teacher's professional identities as they negotiated and navigated technological resources in a Title 1 school. Professional... More

    pp. 1757-1761

  6. Facilitating a Robotics Program in an After-school Context: Elementary School Teachers' Perceived Learning

    Yu-Hui Ching, Sasha Wang, Dazhi Yang, Youngkyun Baek, Steve Swanson & Bhaskar Chittoori, Boise State University, United States

    This paper presents a case study on a prolonged professional development for six elementary school teachers through the facilitation of a robotics program in an after-school context. The... More

    pp. 1762-1767

  7. Pre-service Teachers’ Instructional Material Design: An Example of Technology Integrated Design Course

    Hatice Cilsalar Sagnak, Yozgat Bozok University, Turkey

    Technology integration into teacher education programs is contributing how pre-service teachers learn to teach in the courses. Material design is one of the tasks that pre-service teachers are... More

    pp. 1768-1770

  8. Exploring the Lived Experiences and Perceptions of Millennial Nursing Students: Effective Use and Value of Technology on their Educational Achievement

    Donna Darcy, New York Institute of Technology, United States

    The faculty at one university on Long Island, NY observed that the majority of nursing students are millennials who use electronic devices consistently and competently in their daily lives, but did... More

    pp. 1771-1778

  9. A Case of Course Revision: Cognitive Apprenticeship and Critical Reflection for ICT in Teacher Preparation

    Rebekah Davis, Kerri Brown Parker & Laura Fogle, NC State University, United States

    The use of information and communications technology (ICT) in the classroom is now the norm, but this technology is constantly changing. Candidate teachers might learn with and about totally... More

    pp. 1779-1784

  10. Transformation or Resistance? A Case Study of Pre-Service Teachers Engaged in Technology Integration

    Leticia De Leon, Janet Martinez, Zulmariz Diaz & Michael Whitacre, University of Texas Rio Grande Valley, United States

    This case study examined the context of one social studies methods course and its use of technology in instruction. The purpose was to determine to what extent pre-service teacher views and... More

    pp. 1785-1792

  11. Putting the DigCompEdu framework to work in developing countries. Continued Professional Development for ICT of teachers in Suriname

    Koen DePryck, Vrije Universiteit Brussel, IIED & Institute of Knowledge Management, Belgium; Jerry Oldenstam, COVAB and IIED, Suriname; Diana Gaddum-Riedewald, International Institute of Education for Development, Suriname

    There is little discussion about the importance of ICT at all levels of education. This includes ICT competences as learning outcomes of education as well as ICT competences of teachers as input... More

    pp. 1793-1798

  12. Techniques, Processes, and Procedures that Motivate Online Learners

    Barbara Duchardt, Ron McBride & Paula Furr, Northwestern State University, United States; Steve Horton, Louisiana School for Math, Science, and the Arts, United States

    Abstract: The purpose of this pilot study was to identify the techniques, processes, and procedures that motivate undergraduate and graduate students who were enrolled in online degree classes for ... More

    pp. 1799-1802

  13. Pre-Service Teachers' Technological Self-Efficacy - an Irish Perspective

    Alison Egan, Marino Institute of Education, Ireland; Ann FitzGibbon, Keith Johnston & Elizabeth Oldham, Trinity College Dublin, the University of Dublin, Ireland

    This study explores pre-service teachers’ confidence using technology on school placement. Two cohorts of pre-service teachers were surveyed, each over a three-year period, during their college... More

    pp. 1803-1812

  14. Assessment, Differentiation, & Technology: Meeting Student Needs

    Jennifer Engle & Kim Livengood, Angelo State University, United States

    Providing personalized, individualized, or differentiated instruction can present a challenge to plan and implement in any learning environment. However, these approaches help instructors meet... More

    pp. 1813-1817

  15. Animating the Online Classroom with Technology

    Galia Fussell & Barbara Green, Purdue University Global, United States

    Universities and colleges have responded to the emergence of new millennium learners by fostering technology adoption in course teaching. Affordable technology is used in an online environment... More

    pp. 1818-1823

  16. Using Intelligent Agents as an Outreach Tool on Brightspace LMS

    Galia Fussell & Barbara Green, Purdue University Global, United States

    Purdue University Global (PG) is an online public university that focuses mostly on adult learners, who already have extensive life and work experiences and are ready to pursue their educational... More

    pp. 1824-1826

  17. Modeling and Exploring HyperDocs as a Method of Instruction

    Jacqueline Gaffner, Texas Wesleyan University, United States

    This research project explores using HyperDocs with pre-service teachers for classroom instruction. HyperDocs can provide a valuable resource for pre-service teachers to promote student-centered... More

    pp. 1827-1830

  18. Technology Proficiency Self-Evaluation: What are They Reporting?

    Michelle Giles & Jana Willis, University of Houston-Clear Lake, United States

    This paper will describe the outcomes of a study designed to explore teacher candidates perceived technology proficiency after a required technology education course. Three semesters of data were... More

    pp. 1831-1834

  19. Building a Foundation for K-12 Computer Science Teacher Education Using Block-Based Coding

    Cory Gleasman, University of Georgia, United States; Alex Fegely, Coastal Carolina University, United States

    Following the encouraging results of the PRISM grant (Partnership for Robotics Integration using Science and Math), further investigation of teachers’ learning of computing facilitated by the... More

    pp. 1835-1840

  20. Detecting Students at Risk: Adventures in AI

    Owen Hall, Jr., Pepperdine University, United States

    Identifying students at academic risk early in the matriculation process, especially online students, is on ongoing challenge. The evidence to date suggests that early invention can have a positive... More

    p. 1841