Browsing by Subject: Instructional Design
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Teaching Statistics Online: A Literature Review and Our Lessons Learned
Li-Ting Chen & Tejaswini Vijayakumar, University of Nevada, Reno, United States
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 191–196
Many students feel statistics to be intimidating and have statistics anxiety. In reviewing the existing literature, we noticed that a well-designed online statistics course has the potential to... More
pp. 191-196
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The Role of Gamification in Online Learning Efficiency: A Literature Review
Meshael Alqarawy, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 165–168
Abstract: This paper is a literature review aiming to present the role and importance of gamification in online learning. It shows the importance of design and implementation in the effectiveness... More
pp. 165-168
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Adapting Instructional Videos to the Needs of English as an Additional Language (EAL) Learners
Shihua Yu, Michael Henderson & Kim Dang, Monash University, Australia
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 161–164
Learning with instructional videos is challenging, especially for students who speak English as an additional language (EAL). Although the cognitive theory of multimedia learning (CTML) model... More
pp. 161-164
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Developing a Survey to Measure Online Adult Learners’ Perceptions of Usefulness in Career-Focused Instructional Videos
Jason Covert & Terri L. Kurz, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 127–131
Online videos are becoming more common with university synchronous and asynchronous learning approaches. As universities begin to extend their use of online instructional videos, greater emphasis... More
pp. 127-131
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Construction and Application of BOPPPS Model for Chinese High School Artificial Intelligence Course under the Perspective of Computational Thinking
Meng Tang, Hanlin Fan & Kun Wang, East China Normal University, China
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 92–98
The current objectives of the Chinese high school artificial intelligence curriculum emphasize information technology core literacy. Computational thinking, as an essential component of information... More
pp. 92-98
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Differences in Data Modeling Stage Characteristics and Data Literacy between High and Low Performance Groups
Jieyu Liu, Bian Wu, Yiling Hu & Hui Zhang, East China Normal University, China
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 38–43
There is a lot of research on data mining processes, among which CRISP-DM (CRoss-Industry Standard Process for Data Mining) is widely regarded as a general standard process with six stages. And... More
pp. 38-43
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Research on Artificial Intelligence Game Activities for Children -- Based on the Perspective of Computational Thinking Development
Jiamin Cheng, Xiaohua Yu & Jinyu Wang, Department of Education Information Technology, East China Normal University, Shanghai, China, China
Society for Information Technology & Teacher Education International Conference 2023 (Mar 13, 2023) pp. 4–11
Artificial intelligence (AI) education gradually extends from higher education to basic education and even early childhood education. As a necessary quality of intelligent talents in the AI era,... More
pp. 4-11
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Evaluating Pedagogy and Practice of Universal Design for Learning (UDL) in K-6 Classrooms
Jennifer Williams, Laura King & Lora Lee Smith Canter, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2314–2319
This study explored the effects and outcomes of a professional development program on the perceptions and practice of UDL principles in a K-6 school with inclusive classrooms, and could be one step... More
pp. 2314-2319
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Using the Engagement Principle of UDL in Pre-Service Teacher Preparation Programs
Loren Naffziger, Grand Canyon University, United States; Jessica Alvarado, National University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2303–2308
Engagement is a key principle in the Universal Design for Learning (UDL) paradigm (CAST, 2018). The process of learning requires connecting with students through the affective network of the brain.... More
pp. 2303-2308
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Visualizations of Current and Aspired TPACK from In-Service Teachers
Daniel A. Tillman, Thomas J. Soto, Karime H. Smith & Song A. An, The University of Texas at El Paso, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2275–2280
This roundtable presents the results from asking in-service teachers to visualize their current and aspired TPACK levels, utilizing shapes other than circles. The results demonstrate a wide range... More
pp. 2275-2280
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Creating Innovative Teacher Education to Prepare Educators to Facilitate Learning in Innovative Schools
Cailen O'Shea, North Dakota State University, United States; Guy Trainin, University of Nebraska-Lincoln, United States; Laurie Friedrich, Concordia University-St. Paul, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2252–2258
This study focused on preparing educators to be effective and confident in facilitating learning in innovative settings. School leaders have indicated a challenge in finding and retaining effective... More
pp. 2252-2258
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Course by Design in a TPACK Context: A Learner Centred Model for Designing Digital Instruction
Julie Mueller & Ketki Yennemadi, Wilfrid Laurier University, Canada
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2246–2251
The COVID19 pandemic has created an opportunity for deep and expansive reflection on the way we learn, and a need to alter the design and structure of educational programs and courses (Baran & Al... More
pp. 2246-2251
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Preservice teachers’ pedagogical reasoning and technology integration: the case of the missing click
Ottavia Trevisan, University of Padova, Italy; Anneke Smits, Windesheim University of Applied Sciences, Netherlands
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2122–2129
Teachers reasoning on teaching, learning, and technologies impacts greatly technological integration in education. However, the relationship between teachers’ pedagogical reasoning (PR) and... More
pp. 2122-2129
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Neuroscience and Teaching: Using Digital Concept Mapping/Imaging to Create More Effective Learning
Marilyn Rice & Kimberly LaPrairie, Sam Houston State University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2062–2064
Following the development of concept mapping (as a “metacognitive tool”) to facilitate the student in understanding how to become a better learner and how to learn meaningfully, there have been... More
pp. 2062-2064
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Google Slides- More than a Presentation Tool!
Lacey Khon, Battle Creek Public Schools, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1954–1960
Teachers learn how to create interactive lessons using Google Slides as more than a presentation tool through hyperlinking, adding media, and adding slides AFTER posting to Google Classroom. With... More
pp. 1954-1960
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Personalized English Language Learning through a Robot and Virtual Reality Platform
Yu-Li Chen, Chun-Chia Hsu, Chih-Yung Lin & Hsiao-Hui Hsu, Lunghwa University of Science and Technology, Taiwan
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1804–1807
This study aimed to examine student English learning experience by designing an English learning platform integrating virtual reality and a robot using artificial intelligence. Two students... More
pp. 1804-1807
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Implementing Video Annotation Software in Teacher Education: Experiences of a Practicum Supervisor
Amy Boniface, Northern Arizona, United States; Clement Lambert & Tina Chaseley, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1789–1793
Video annotation software in education has been at the center of scholarly attention in recent times. However, little attention to its use in the practicum supervision of teacher candidates is... More
pp. 1789-1793
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Edgy Educators Podcast: A Collaborative Pre-Service Teacher and Faculty Creative Effort
Robin Smith, Shannon Clapsaddle, William Bratberg & Larry Bohannon, Southeast Missouri State University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1697–1700
The Edgy Educators Podcast project is a student driven and produced podcast for the College of Education, Health, and Human Studies. Upon returning to school face-to-face after Covid 19, many... More
pp. 1697-1700
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Supporting Virtual Instruction in Rural Kentucky: Google Apps
Lesia Lennex, Morehead State University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1651–1654
Fall 2020 marked the first fully virtual semester for P-12 classrooms across the Commonwealth of Kentucky. Teachers were faced with challenges such as the digital divide, device access, and... More
pp. 1651-1654
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Teaching with Elementary Mathematics Manipulatives: Best Practices for In-Person and Online Achievement
Lesia Lennex & Dorian Cook, Morehead State University, United States
Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 1535–1539
In what way(s) do manipulatives affect the learning process? Which manipulatives may be most appropriate for online learning? To answer these questions, an Undergraduate Research Fellow (URF)... More
pp. 1535-1539