SITE 2004--Society for Information Technology & Teacher Education International Conference
2004
Editors
Richard Ferdig; Caroline Crawford; Roger Carlsen; Niki Davis; Jerry Price; Roberta Weber; Dee Anna Willis
Table of Contents
Number of papers: 22
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Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning
Christopher Hartmann & Brendan Calandra, Georgia State University, United States
We present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia... More
pp. 110-117
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From Silos to Communities: Addressing Electronic Isolation Through Interactivities
Ruth Gannon Cook, DePaul University, United States; Caroline M. Crawford, Univ. of Houston Clear Lake, United States
This study reviewed instructional design principles that incorporated electronic interactivities into electronic instruction to see if these interactivities helped to focus the learner's... More
pp. 445-452
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Using a Metacognitive Scaffold to Support Critical Thinking about Web Content
Sribhagyam Srinivasan, Steven Crooks & Qingfu Wang, College of Education, Texas Tech University, United States
Abstract: This study was designed primarily to examine the effect of metacognitive scaffolding through the use of web-prompts in order to support critical thinking about web content. Fifty-eight... More
pp. 701-706
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Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database
Ann Potts, Virginia Polytechnic Institute and State University, United States; Megan Boler, Virginia Polytechnic Institute and State University/University of Toronto, United States; David Hicks, Peter Doolittle, Susan Ariew, Cecile Cachaper, Kathleen Carico & Robert Prickett, Virginia Polytechnic Institute and State University, United States
This paper describes the creation of an online diversity resources database using methods borrowed from meta-ethnography. The primary aim of this database, known as the Diversity Resources Database... More
pp. 832-836
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Computer-Assisted Collaborative Learning in Taiwan: An Experimental Study
Wei-Fan Chen, Chung-Pei Chuang & Tsung-Yen Chuang, The Pennsylvania State University, United States
This study investigated the effect of prior knowledge and teamwork process (CACL with open discussion versus problem-based discussion) on individual learning achievements for middle primary... More
pp. 872-875
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Scientifically-Based Research: Postcards From the Edge
Amy Overbay, Lisa Grable & Ellen Vasu, College of Education, NC State University, United States
This paper reports on the research design and implications stemming from a statewide evaluation developed during a Department of Education Title IID (EETT) grant. This paper will introduce NCLB... More
pp. 992-996
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Are we there yet? The journey of ICT integration
Petrea Redmond, University of Southern Queensland, Australia; Katie Brown, Newtown State School, Australia
Abstract: "Are we there yet, are we there yet, how much longer?" This plea can be heard from teachers throughout the world. The ICT integration pioneers beam at the thought of what's next, however ... More
pp. 1001-1008
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The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
David Piper & Dana Austin, Indiana University of Pennsylvania, United States
Abstract: This study, which surveyed 160 teachers, explores the influence of self-efficacy on teachers' practices of using computers in the classroom. Self-efficacy demonstrated influence in three ... More
pp. 1365-1371
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Virtual Learning for Human Rights: Qualitative inquiry into educators' learning experiences in an online course about human rights education
Jae-Eun Joo, Harvard Graduate School of Education, United States
This research aims to explore how diverse human rights educators engage in an online course about context-sensitive and controversial issues related to human rights education (HRE) through... More
pp. 1761-1765
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A Strategy for Technology Training as Part of a Master’s Program Conducted at a School Site
Stephen Adams, California State University, Long Beach, United States
This case study evaluates a field-based strategy for training in-service elementary teachers to use technology that involved a course taken by a cohort of students in an on-site M.A. program in... More
pp. 1899-1906
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College is in the Palm of My Hand: Using PDAs in Teacher Education
Teresa Franklin, Colleen Sexton, Yong Lu & Hongyan Ma, Ohio University, United States
Handheld and portable computing devices have evolved into powerful and affordable learning tools which can access the Internet, download curriculum, send email, and perform many of the same... More
pp. 2166-2168
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CyberArt Pedagogy
Karen Keifer-Boyd, The Pennsylvania State University, United States
A socio-political pedagogical approach to CyberArt involves the exploration and creation of Web-based games and other forms of computer programming as socially responsive art forms. I present... More
pp. 3830-3842
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Community-Based, Educational Web Projects for the Arts: The Continuing Challenge of Meeting the Needs of Students, Clients, Subjects and Web Visitors
Bernard Robin, University of Houston, United States
For the past six years, graduate students enrolled in an Instructional Technology web design course at the University of Houston have been learning technology skills by working on authentic... More
pp. 3843-3850
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Tech for Tots and Beyond: Technology Tools to Support Learning in Young Children
Nancy Sardone, Seton Hall University, United States
Software remains among the most innovative and fastest growing sectors of the global economy, generating revenues of more than $150 billion every year (Blunt & Shafer 2003) to include software... More
pp. 4268-4275
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The use of Information technologies in the classrooms: Patterns of change and development in educational beliefs and in educational practices among teachers and their students
Rivka Wadmany, Teachers College of Technology, Israel; Tamar Levin, Tel Aviv University, Israel
Significant changes in the learning and teaching processes in a school that utilizes information technologies is possible only if the teachers are prepared to alter their beliefs and instructional ... More
pp. 4295-4299
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Cognitive Tools: Exploring Linear and Exponential Growth
Mara Alagic & Diana Palenz, Wichita State University, United States
This paper addresses some of the issues relevant to the cognitive goals of technology integration in the mathematics classroom. It focuses on the development of conceptual understanding through... More
pp. 4345-4352
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Activating Metacognition via Distance Learning: An Exploratory Study of In-Service Math Teachers’ use of Metacognitive Monitoring Skills in an Online Problem Solving Course.
Darryl Corey, Valdosta State University and Florida State University, United States; Hsan Unal, Florida State University, Turkey
Abstract: The purpose of this study is to examine in-service math teachers' use of metacognitive monitoring skills in mathematical problem solving. The results will begin to generate a set of... More
pp. 4385-4388
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An Instructional Model for Transforming Science Education Method Courses with Technology
Charoula Angeli, Department of Education, University of Cyprus, Cyprus
In this study, an instructional design model was developed and employed for restructuring science education method courses with technology. Using tools, such as multimedia authoring tools, the... More
pp. 4600-4607
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What Science and Technology Mean to the High School Learner:
Kathleen Gabric, Hinsdale Central High School, United States; Sharon Comstock, University of Illinois at Urbana-Champaign, United States; Steven A. Moore Jr., Eli Lilly, United States; Delwyn Harnisch, University of Nebraska Lincoln, United States; Ron Shope, Grace University, United States; Bertram Bruce & Jim Buell, University of Illinois at Urbana-Champaign, United States
This paper is based on thick data collected over two years in science classrooms across the state of Illinois, with a focus on one high school biology educator and visiting scientist fellow team.... More
pp. 4643-4650
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Technology Use, Women, and Global Studies in Social Studies Education
Margaret Crocco & Judith Cramer, Teachers College, Columbia University, United States
Abstract: This paper is a report of findings related to the introduction of technology in a course about "Women of the World" in a master's degree program in the teaching of social studies. Recent ... More
pp. 4773-4780
