SITE 2006--Society for Information Technology & Teacher Education International Conference
Mar 19, 2006
Editors
Caroline M. Crawford; Roger Carlsen; Karen McFerrin; Jerry Price; Roberta Weber; Dee Anna Willis
Table of Contents
Number of papers: 10
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Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios
Marsha Gladhart & Shirley Kaltenbach, University of Alaska Southeast, United States
In this study, teacher educators, who were also researchers of a graduate capstone course, engaged in action research to better understand the cognitive demands of a final ePortfolio in relation to... More
pp. 44-59
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Effectiveness of Online Algebra Learning: Implications for Teacher Preparation
Cathy Cavanaugh, University of North Florida, United States; Kathy Gillan, Florida Virtual School, United States; Jan Bosnick, University of North Florida, United States; Melinda Hess, University of South Florida, United States
This study of an online algebra course looked at the overall effectiveness of the course and at the development, implementation, and evaluation of interactive tools for graphing linear equations.... More
pp. 284-290
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A Learner-Centered Online Syllabus Generator System
M'hammed Abdous & Wu He, Old Dominion University, United States
A well-designed syllabus provides students with a roadmap for an engaging and successful learning experience, whereas a poorly designed syllabus impedes communication between faculty and students, ... More
pp. 1095-1101
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Multimedia Search Technologies
Marie-Claude Lavoie & Steven Shaw, Concordia University, Canada
One of the most ubiquitous activities related to learning in the digital age is "search". In recent years, computers have rapidly evolved from numeric and text processing to include multimedia,... More
pp. 2307-2313
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Online Mentoring Of Pre-Service Teachers: Exploring Cognitive Presence
Petrea Redmond & Alison Mander, University of Southern Queensland, Australia
Abstract: Faculties of education have been criticised as being "ineffective in preparing teachers for their work, unresponsive to new demands, and being remote from practice" (Darling-Hammond, 2000... More
pp. 2643-2650
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Communities of Practice: A Professional Development Model for Pre-Service Technology Education
Sharon Murray, St. Thomas University, Canada
Beginning teachers need to be familiar with ways in which technology can be integrated into classroom instruction and also with the skills necessary to use technology effectively. This paper... More
pp. 3524-3528
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Redefining Schools as Learning Organizations: A Model for Trans-Generational Teaching and Learning
Joette Stefl-Mabry, University at Albany, State University of New York, United States; Pamela Theroux, Rensselaer Polytechnic Institute, United States; Michael Radlick, Institute for Research on Learning Technology Visions, United States; William, E.J. Doane, University at Albany, State University of New York, United States
This paper describes a trans-generational pedagogical model that blurs traditional "learning" boundaries by bringing K-12 students, in-service teachers and school library media specialists,... More
pp. 3615-3622
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Developing and Implementing a Technology Pedagogical Content Knowledge (TPCK) for Teaching Mathematics with Technology
Gogot Suharwoto, Oregon State University, United States
Assembling the influential components in the program, technology courses, faculty, university supervisors, work sample assignments, cooperating teachers, and peer teaching, this study analyzed the ... More
pp. 3824-3828
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Video Games in Science: A Model for Students and Teachers Creating 3D Role Playing Games
Leonard Annetta & John Park, NC State, United States
Graduate students in science education learned to construct video games for science instruction. An innovative, synchronous online course was the vehicle for this process.As more and more students ... More
pp. 3950-3956
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Virginia Standards of Learning and Digital Primary Sources: An Incongruence
Adam Friedman, University of North Carolina at Charlotte, United States
The past decade has witnessed a proliferation of state standards and their associated tests in public schools in order to hold schools, teachers, and students accountable for learning outcomes and ... More
pp. 4109-4116
