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Society for Information Technology & Teacher Education International Conference

Mar 29, 2021

Editors

Elizabeth Langran; Leanna Archambault

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File: Cover & Title Pages

File: Table of Contents

Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 288

  1. Can Online College Composition courses really be considered competency-based learning? New technologies allow for personalized and flexible learning opportunities

    Michelle Bianco & Galia Fussell, Purdue University Global, United States

    Competency-based learning allows students to focus on demonstration of mastery with a focus on career-ready skills (Scheopner, Torres, A., Brett, J., & Cox, J. 2015). Instruction is more... More

    pp. 717-721

  2. Educators’ Perspectives on and Motivations for Using an Online Education Marketplace: The Case of TeachersPayTeachers.com

    Jeffrey P. Carpenter, Elon University, United States; Catharyn C. Shelton, Northern Arizona University, United States

    The online education marketplace TeachersPayTeachers.com (TpT) is a popular space where educators exchange classroom and instructional resources. Despite signs of substantial TpT use, research on... More

    pp. 722-727

  3. Exploring Active Stereoscopic Molecular Visualization in the Classroom

    Miguel A. Garcia-Ruiz, Algoma University, School of Computer Science and Technology, Canada; Laura L. Valdez-Velazquez, University of Colima, School of Chemical Sciences, Mexico; Laura S. Gaytan-Lugo, University of Colima, School of Mechanical and Electrical Engineering, Mexico; Pedro C. Santana-Mancilla & Osval A. Montesinos-Lopez, University of Colima, School of Telematics, Mexico

    Scientific visualization of molecular models in the classroom using high-quality computer graphics can be a powerful means to support students’ learning of molecular structure. The objective of... More

    pp. 728-733

  4. Research on the Development Stage of smart Classroom from the perspective of education modernization

    Bihao Hu & Wangqi Shen, Department of Education Information Technology, East China Normal University, China

    At present, the construction of smart classroom is the focus of teaching reform and innovation in many colleges and primary and secondary schools, but there is a lack of research on the actual... More

    pp. 734-739

  5. Open Education: History and Theoretical Grounds -- Understanding “Open” and What It Means to Education

    Xiaorui Sun, Ohio University, United States

    The Cape Town Open Education Declaration (2007) stated that “Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use.” “Open” is one of... More

    pp. 740-745

  6. Development of attention measurement and feedback tool based on head posture

    Wubulikasimu Wubuliaisan, Shanghai Engineering Research Center of Digital Education Equipment, East China Normal University, China; Ziyi Yin, college of art, East China Normal University, China; Jinjin An, Shanghai Engineering Research Center of Digital Education Equipment, East China Normal University, China

    Students' attention is one of the decisive factors affecting students' learning effect. In recent years, eye tracker, intelligent cushion, brain wave detection head ring, attention detection using ... More

    pp. 746-753

  7. Sentiment Analysis Helps Extracting Student Performance Information from Teacher Comments

    Xiaoyu Zhan, Xiaohua Yu, Chao Peng & Juzhe Xi, East China Normal University, China

    This paper aims to explore a more complete and finer-grained sentiment analysis method for massive teacher comments and realize the automatic interpretation of student performance. Firstly,... More

    pp. 754-761

  8. How does Blended Learning in Teacher Professional Development Impact Student Achievement? A Meta-Analysis

    Manjari Banerjee, Debra McKeown, Christopher Thompson & Julie Owens, Texas A&M University, United States

    Researchers have found that blended learning, combining face-to-face and online learning, can improve student outcomes. However, there is a paucity of research that examines how blended learning in... More

    pp. 762-771

  9. Executive Function, High-Tech Learning Environments, and Teacher Knowledge

    Lisa Carey, Kennedy Krieger Institute, United States; William Sadera, Towson University, United States

    Executive function skills (EFs) are correlated with academic outcomes. Given evidence that the use of personal digitial deivces increases student behaviors indicative of executive dysfunction (EdF)... More

    pp. 772-777

  10. Effect of Gender and Game Mode in Video Games: An Experimental Study

    Wei-Fan Chen, The Pennsylvania State University, United States

    Students received two different types of instructional gaming modes (drill-and-practice and role-playing gaming). An experimental study was designed to investigate these two independent variables: ... More

    pp. 778-781

  11. Validation of a Technology Proficiency Survey for Educators

    Rhonda Christensen, University of North Texas, United States

    This study included the development of a valid and reliable instrument to assess educator proficiency based on standards for educators. Factor analysis was used to provide one form of construct... More

    pp. 782-791

  12. A Comparison of Peer Ratings Following Small Group Activities in Fully Online Courses in Pre- and Post COVID-19 Semesters

    Dan Keast, The University of Texas Permian Basin, United States

    Small group activities are common through education in the face-to-face classroom, virtual classroom, and blended environments as well. Arguments about the necessity for teaching group work skills ... More

    pp. 792-795

  13. Experiential Learning During COVID-19: Did We Serve Our Students?

    Sam Leif, Kassandra Moore & Jenna Heath, University of Nevada, Las Vegas, United States

    Virtual experiential learning, also known as internships, can offer similar benefits as in-person experiential learning such as knowledge application, technical skill development, and communication... More

    pp. 796-800

  14. Exploring Technology Adoption Amidst Uncertainty

    Melissa Warr, Arizona State University, United States; Emily Starrett, Arizona State Univeristy, United States

    In this paper, we describe what we have learned about teachers and technology adoption through ongoing conversations with three teachers in a low-technology, high-poverty rural junior-senior high... More

    pp. 801-810

  15. Enhancing Learning Outcomes for Disadvantaged Children in Rural North Carolina: Incorporating Technology at a STEM Camp

    Linda Crane-Mitchell, East Carolina University, United States

    High quality, inquiry-based, hands-on opportunities for students in rural elementary and middle school classrooms of Eastern North Carolina are uncommon. Area school districts often use direct... More

    p. 811

  16. Educator Awareness of Space Science Learning Resources: COVID Pivots and Implications for Educational Technology Professional Development

    Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, United States; Troy Cline, The Johns Hopkins University Applied Physics Laboratory, United States

    Pre and post data were gathered from educators attending the NASA Playground 90-minute session at the online International Society for Technology in Education 2020 annual conference regarding... More

    pp. 812-817

  17. How remote teaching impacted our STEM Noyce scholars: Some successes, some struggles

    Terri L. Kurz, Pamela J. Harris & Tirupalavanam Ganesh, Arizona State University, United States; Marcia Nation, Nation Evaluation Consulting, United States; Penelope Dyer & Pamela Clark, Arizona State University, United States

    Improving the quantity and quality of STEM teachers is one of the goals of the Noyce Scholarship Grant Program implemented through the National Science Foundation. Here, we examine how the change... More

    pp. 818-821

  18. NASA STEAM Innovation Initiatives: Technology Resources for Teacher Educators

    Carolyn Ng, Lani Sasser & Bryan Stephenson, NASA GSFC/ADNET Systems, Inc., United States; Paul Mirel, NASA GSFC/Hexagon US Federal, United States; Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, University of North Texas, United States

    Several NASA technology-based initiatives well-positioned to assist in infusing scientific literacy and STEM career interest into preservice and inservice teacher education programs are described... More

    pp. 822-826

  19. Designing the future of undergraduate STEM education: An inter-institutional and interdisciplinary approach

    Benjamin Scragg, Mary Lou Fulton Teachers College, Arizona State University, United States; Trina Davis, Department of Teaching, Learning, and Culture, Texas A&M University, United States; Michele Norton, Department of Engineering Technology & Industrial Distribution, Texas A&M University, United States; Punya Mishra, Mary Lou Fulton Teachers College, Arizona State University, United States; Ariel Anbar, School of Earth & Space Exploration, Arizona State University, United States

    STEM education has received increased attention lately. What has received less attention is what the substance of STEM education can and should be. Effective STEM education requires going beyond... More

    pp. 827-836

  20. At-Home Hands-On Computer Science using the BBC microbit and the MakerBit in a 6th Grade Distance Learning Scenario

    Roger Wagner, 1010 Technologies, United States

    In the school year 2019-2020, a pilot program was carried out with the BBC micro:bit and the MakerBit STEM & Computer Science Curriculum in three on-site 6th grade computer science classrooms. ... More

    pp. 837-839