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Society for Information Technology & Teacher Education International Conference

Mar 18, 2019


Kevin Graziano

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Table of Contents

This conference has 5 award papers. Show award papers

Number of papers: 444

  1. Teaching statistics online: Building a course using quality matters and universal design for learning

    Melanie Shores, The University of Alabama at Birmingham, United States

    Teaching online is a struggle for many students but when you add math to the equation it seems to become even more difficult. More specifically, teaching statistics online is a daily challenge for ... More

    pp. 2226-2229

  2. Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and Computational Algorithms

    Amanda Thomas & Kelley Buchheister, University of Nebraska–Lincoln, United States

    This paper describes ways in which stop-motion animation can be used to assess preservice teachers’ (PSTs’) understanding of mathematics concepts and procedures. The study draws from research... More

    pp. 2230-2236

  3. Teachers Attitudes & Behaviors about Computer-Based Games as Learning Tools in Mathematics Classrooms

    Ruth Torres Castillo, Mew Mexico State University, United States

    As computer-based games gain inclusion within the younger population sector, the proper strategies for implementation on educational settings have been less discussed. According to Russell et al. (... More

    pp. 2237-2242

  4. Developing Pre-Service Teachers’ Understanding of Conic Sections and Axiomatic Geometry with Dynamic Geometry Software

    Aaron Trocki, Elon University, United States

    Conic sections are an integral part of the high school mathematics curriculum and represent an opportunity to analyze multiple representations: verbal definition, algebraic, and graph. Adequately ... More

    pp. 2243-2246

  5. Elementary Preservice Teachers’ Perceptions of Modeling as a Tool for Instruction

    Ginger S. Watson, University of Virginia, United States; Mary C. Enderson, Old Dominion University, United States

    As the standards movement continues to gain momentum in U.S. schools, preservice and in-service teachers need greater knowledge in mathematical modeling to engage PK-12 students in such practices. ... More

    pp. 2247-2252

  6. Investigating the development of pre-service teachers’ spatial ability in a technology enhanced environment

    H. Bahadir Yanik, Anadolu University, Turkey; Terri L. Kurz, Arizona State University, United States; Feyza Kurban, Necati Topay Mesleki ve Teknik Anadolu Lisesi, Turkey

    Cognitive Load Theory (CLT) was used to frame our investigation into the effect of a dynamic geometry learning environment on the development of spatial visualization skills of four pre-service... More

    pp. 2253-2256

  7. Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs

    Thomas Brush, Anne Ottenbreit-Leftwich, Kyungbin Kwon & Michael Karlin, Indiana University, United States

    The focus of this research project was to examine how problem-based learning (PBL) impacts students’ interest and knowledge in computer science (CS) at the elementary level. By focusing on a... More

    pp. 2257-2266

  8. The Influence of Science Teachers on High School Students’ Science Motivation: An Analysis Using a Nationally Representative Large-Scale Data Set

    Adem Ekmekci, Rice University, United States; Danya Serrano Corkin, University of Houston-Downtown, United States

    This study examined the degree to which science teacher qualifications, characteristics, and practices influence high school students’ motivational beliefs about science. Marrying a social... More

    pp. 2267-2272

  9. Supporting Pre-service Science Teachers’ Beliefs, Self-confidence, and Attitudes Towards Technology Integration

    Joshua Ellis, Florida International University, United States; Angelica Pazurek, University of Minnesota, United States

    This study explored the beliefs, self-confidence, and attitudes of pre-service science teachers who enrolled in a teacher licensure course that focused on technology-integrated instruction. This... More

    pp. 2273-2280

  10. Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education

    Diane Jass Ketelhut, University of Maryland, United States; Emily Hestness, University of Maryland, College Park, United States; Lautaro Cabrera, Hannoori Jeong, Jandelyn Plane & J. Randy McGinnis, University of Maryland, United States

    We investigated preservice teachers’ (PSTs) (N=13) experiences in a professional development (PD) experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (... More

    pp. 2281-2285

  11. Developing a Masters of Science Cybersecurity Engineering Curriculum for Information Technology

    Michael Jonas, University of New Hampshire at Manchester, United States

    Technical approaches to cybersecurity are well-established in higher education with the need for computing professionals to better understand security threats being an important element in the... More

    pp. 2286-2290

  12. Communities and Clusters: User Interactions in an Online Discussion Forum for Computer Science Education

    Sukanya Kannan Moudgalya & K. Bret Staudt Willet, Michigan State University, United States

    Prior research has shown that teacher communities are important for social, cognitive, and affective growth of teachers. Further, teacher isolation often encourages teachers to join online teacher ... More

    pp. 2291-2298

  13. Flipped vs. Traditional Classrooms in High School Chemistry: A Case for Emphasizing Quality of Implementation

    Robin Kay & Kelsey Dermott, UOIT, Canada

    The majority of research on flipped learning has focused on higher education. The purpose of the current study was to compare flipped and traditional approaches to teaching chemistry in secondary ... More

    pp. 2299-2305

  14. An Examination of Teachers’ Perspectives about STEM Integration

    Judy Lambert, University of Toledo, United States; Alan Gong, Keene State College, United States; Michelle Arbogast, University of Toledo, United States

    This paper reports on a three-year qualitative research study examining the professional development program, “Making Connections” offered to teachers in grades 5-9 in a large Midwestern urban,... More

    pp. 2306-2313

  15. Crash Helmet Design, Prototyping, and Testing: An Egg-Citing PBL for High School Physics Courses

    Camille McCue & Alexis Hilts, Adelson Educational Campus, United States

    Connecting physics, engineering design, and flipped learning, this paper highlights best practices derived from an authentic design project developed by high school STEM/maker teachers and... More

    pp. 2314-2319

  16. Teaching Tip: Flipping the Class to Engage Students in Learning Programming Algorithms

    Cristina Muntean, National College of Ireland, Ireland

    Flipped Classroom as pedagogical model is a new trend in teaching and learning that is applied when teaching STEM subjects at undergraduate level. This pedagogy involves, studying at home the... More

    pp. 2320-2325

  17. Exploring the Role of Graduate Teaching Assistants in an Immersive VR Laboratory Experience

    Corey Payne, Shalaunda Reeves, Kent Crippen & Brian Harfe, University of Florida, United States

    Virtual labs hold promise to provide this engagement while promoting skills for the 21st century workplace. The role of the instructor and more specifically the Graduate Teaching Assistants (GTA)... More

    pp. 2326-2329

  18. Profiling Undergraduate Research Experiences in Teacher Education

    Keagan Smith, University of Idaho, United States; Madeline Burgin, Molly Sergent, Rachel Swanson & Jennifer L. Weible, Central Michigan University, United States; Tonia A. Dousay, University of Idaho, United States

    Following the completion of a multiple design-based research studies targeting science learning, undergraduate research assistants involved in the projects responded to four question prompts about ... More

    pp. 2330-2334

  19. Elementary Informal Engineering Experiences and Participation in Later STEM Experiences

    Kimberly Brooke Spotts & Katherine Dabney, Virginia Commonwealth University, United States; Gerhard Sonnert, Harvard Science Education Department, United States; Philip Sadler, Harvard University, United States

    Initiatives and programs that encourage exposure to STEM experiences and enrollment in advanced science and math courses in middle and high school have grown in recent years. Unfortunately,... More

    pp. 2335-2339

  20. Elementary Informal STEM and Participation in Later STEM Experiences

    Kimberly Brooke Spotts, Virginia Commonwealth University, United States; Katherine Dabney, Department of Teaching and Learning, Virginia Commonwealth University, United States; Gerhard Sonnert & Philip Sadler, Science Education Department, Harvard-Smithsonian Center for Astrophysics, United States

    Lack of widespread availability of early informal out-of-school-time (OST) STEM experiences has led researchers to begin to study the association between informal OST STEM experiences and their... More

    pp. 2340-2344