SITE 2009--Society for Information Technology & Teacher Education International Conference
Mar 02, 2009
Editors
Ian Gibson; Roberta Weber; Karen McFerrin; Roger Carlsen; Dee Anna Willis
Table of Contents
Number of papers: 769
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Teaching From the Soul: One Essential Element in Building Community in an Online Graduate Course
Dale Hoskisson, Valley City State University, United States
Perhaps the greatest challenge currently facing online educators is building a sense of belonging and community in the online classroom. In the virtual environment, where the students’ most common ... More
pp. 1210-1215
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Examining the Relationship between Technology Usage in the Classroom and the Assessment of Online Professional Development Courses
Marvin Howard, Heartland Area Education Agency, United States
This study investigates the relationship between the usage of technology in the classrooms of inservice teachers and their assessment of the integration of technological pedagogical content... More
pp. 1216-1220
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Optimal Method for Rapid Development of Training Materials Covering Online Software
James Janossy & Todd Hover, DePaul University, United States
This paper describes the literature search effort instituted by small group of university academic and staff personnel assigned to assume software training responsibilities for 2,400 university... More
pp. 1221-1226
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Keep the Ball Rolling: Ways to Sustain the Positive Changes from an Innovative Faculty Technology Training Initiative
Jane Kenney, West Chester University, United States; Padmini Banerjee, Delaware State University, United States; Ellen Newcombe, West Chester University, United States
Abstract: Working insights will be shared from a five-year follow-up of a faculty technology-training initiative at West Chester University. This campus-wide faculty development program included “... More
pp. 1227-1232
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Applying a model of Lesson Structure-Based Technology Integration (LSBTI) in Student Teaching
Hee-Young Kim, Armstrong Atlantic State University, United States
Responding to the call for information technology integrated into contents of methods and curriculum courses, and the need of the guided directions for student teachers with the lack of technology ... More
pp. 1233-1235
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Effects of Teacher Reflection with Highlighted Level Process Displays: Presenting Differences between Lesson Plan and Implemented Actions
Fumiko Konno, Yuka Kanno & Takashi Mitsuishi, Tohoku University, Japan
This study intends to develop a methodology of teacher reflection that is based on the instructional design process for the purpose of improving the quality of teaching. In our method, differences ... More
pp. 1236-1242
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Graduate Students’ Perceptions of the Effectiveness of an Online Secondary Teaching Strategies Course
Kathryn S. Lee, Texas State University-San Marcos, United States
In an effort to meet the increasing needs of the graduate student population at a large southwestern state university, several online courses have been developed to assist students in meeting the... More
pp. 1243-1249
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A Blended Approach for Pre-service Teacher Education: Design and Implementation Considerations
Hong Lin, Oklahoma State University, United States
This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. The analysis of the data, collected from 46 pre... More
pp. 1250-1253
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Conflict Resolution in the Online Classroom
Teresa Mason, Jutta Pegues & Lisa Bunkowski, Park University, United States
Communication within an online classroom is very different from communication in a face-to-face classroom. This paper will discuss the unique features of online communication related to conflict... More
pp. 1254-1259
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Collaborative Learning Using a Wiki
Kathryn Matthew, University of Houston Clear Lake, United States; Emese Felvegi, University of Houston - Clear Lake, Hungary; Rebecca Callaway, Arkansas Tech University, United States
Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students... More
pp. 1260-1265
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Learning Portals for Faculty Development
Nancy McConnell, Florida State University/Student, United States
Possible services that a faculty learning community portal that would enhance the self-directed informal learning could include: (1) Question and Answers, (2) White pages, (3) Subject matter... More
pp. 1266-1268
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Primary Methodologies for Delivering Preservice Teacher Instruction in the Use of Technology
Shelley McCoy, University of Tennessee - Knoxville, United States
Abstract: Historically, teacher education programs have instructed preservice teachers in the use of technology as part of an educational media course that focused more on production of materials ... More
pp. 1269-1274
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The Nature of Students’ Collaboration in the Creation of a Wiki
Allison McCulloch & Ryan Smith, North Carolina State University, United States
In traditional graduate classrooms, collaborative projects generally result in a group paper submitted to the instructor and a group presentation to the class. However, when the goal of the project... More
pp. 1275-1280
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Quality Matters: Designing, Implementing and Assessing Alternate Certification Programs
Karen McFerrin, Barbara Duchardt, Paula F. Furr, Steven G. Horton & Vickie Gentry, Northwestern State University, United States
Designing, Implementing, and Assessing Online Courses in Alternate Certification Programs describes the creation or redesigning, implementing, assessing, and offering of all courses in an... More
pp. 1281-1289
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Best Practices for Developing an Online Master of Arts in Teaching Program
Darrell Naylor-Johnson, SCAD, United States
Distance education and online course work present unique challenges for delivering academic programs to non-place bound student enrollments. The programmatic dynamics of a Master of Arts in... More
p. 1290
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One Faculty Member’s Story - How to Learn to Do What You Don’t Know How to Do?
Susan Offutt, Kathy Smart & Donna Pearson, University of North Dakota, United States
Recognizing the continuing challenge for teacher educators to integrate technology into the curriculum, an exploratory project based on a faculty learning community (FLC) was initiated. Two faculty... More
pp. 1291-1295
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Integrating Technologies into Education Courses: Faculty Changing Teaching Practices, Faculty Changing Teacher Candidates’ Teaching Practices: Reporting of Phase II
Margaret Pope, Teresa Jayroe & Dana Franz, Mississippi State University, United States
The inclusion of technology-rich teaching environments provided faculty the opportunity to examine teaching methods as they integrated technology practices into course assignments for teacher... More
pp. 1296-1298
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From Conventional Spaces to Virtual Places: Enhancing Teacher-Student Communication in the Hybrid/Online Course
Renee Robinson, Saint Xavier University, United States; Darylann Whitemarsh, Marian University, United States
United States’ postsecondary institutions and their organizational environments have changed significantly regarding constituency expectations of student learning, instructional practices, and... More
pp. 1299-1306
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Field Experiences in Digital Storytelling: Increasing Teacher Confidence and Transfer into the Classroom
Regina Royer & Patricia Richards, Salisbury University, United States
In spite of increasing access to technology in K-12 classrooms and ongoing professional development for teachers, integration of technology into instruction is still an issue. This lack of... More
pp. 1307-1311
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A faculty mentoring experience: Learning together in Second Life
Karina Silva, Ana-Paula Correia & Cristina Pardo Ballester, Iowa State University, United States
Benefits of using virtual worlds such as Second Life have been highlighted but researchers and educators have also been forewarned of some potential drawbacks. Understanding how virtual worlds work... More
pp. 1312-1317