Tags
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From Technology training to Technology integration: The Evaluation of an Online “Train-The-Online-Trainer”Certificate Program
Lin, H. (2010). From Technology training to Technology integration: The Evaluation of an Online “Train-The-Online-Trainer”Certificate Program. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 642-644). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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Authentic Tasks and Authentic Experiences: Two Dimensions for Delivering Effective Professional Development
Doherty, I. (2011). Authentic Tasks and Authentic Experiences: Two Dimensions for Delivering Effective Professional Development. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1167-1172). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
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Tensions and Possibilities: Building a Community of Practice in a Blended Learning Environment
Cowan, J. (2009). Tensions and Possibilities: Building a Community of Practice in a Blended Learning Environment. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 205-212). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
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Feeling the Feed: Reflections (Confessions?) of an Online Teacher on Transitioning from Threaded Discussion to Social Media
Fletcher, M. (2012). Feeling the Feed: Reflections (Confessions?) of an Online Teacher on Transitioning from Threaded Discussion to Social Media. In Proceedings of Global Learn 2012: Global Conference on Learning and Technology (pp. 27-36). Online,: Association for the Advancement of Computing in Education (AACE).
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Field Experience in Virtual Schools—To Be There Virtually
Compton, L.K.L., Davis, N. & Mackey, J. (2009). Field Experience in Virtual Schools—To Be There Virtually. Journal of Technology and Teacher Education, 17(4), 459-477. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Thinking, Feeling, and Creating Presence in the Online Environment: A Learner’s Viewpoint
Lehman, R. & Conceicao, S. (2011). Thinking, Feeling, and Creating Presence in the Online Environment: A Learner’s Viewpoint. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3072-3081). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
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Incorporating peer feedback for learning in a project-based online learning environment
Ching, Y.H. & Hsu, Y.C. (2011). Incorporating peer feedback for learning in a project-based online learning environment. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1097-1102). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
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Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation
Wilson, J. & Albion, P. (2009). Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 571-578). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
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Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts
Park, G., Johnson, H., Vath, R., Kubitskey, B. & Fishman, B. (2013). Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts. Journal of Technology and Teacher Education, 21(2), 225-245. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Skills, Modifications, and Obstacles: Teaching Online Courses at the High School Level
Hinson, J. & Bordelon, R.S. (2002). Skills, Modifications, and Obstacles: Teaching Online Courses at the High School Level. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 304-305). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Editorial: Online Education: Issues and Research Questions
Maddux, C., Sprague, D., Ferdig, R. & Albion, P. (2007). Editorial: Online Education: Issues and Research Questions. Journal of Technology and Teacher Education, 15(2), 157-166. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Web-Supported Communities for Teacher Professional Development: Five Cautions
Najafi, H. & Clarke, A. (2008). Web-Supported Communities for Teacher Professional Development: Five Cautions. Contemporary Issues in Technology and Teacher Education, 8(3), 244-263. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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An Online Course to Help Teachers “Use Technology to Enhance Learning”: Successes and Limitations
Marra, R.M. (2004). An Online Course to Help Teachers “Use Technology to Enhance Learning”: Successes and Limitations. Journal of Technology and Teacher Education, 12(3), 411-429. Norfolk, VA: Society for Information Technology & Teacher Education.
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Content Area Specific Technology Integration: A Model For Educating Teachers
Dexter, S., Doering, A.H. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program
Holmes, A., Vargas, J.D., Swan, K., Jennings, S., Meier, E. & Rubenfeld, L. (2002). Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program. Journal of Technology and Teacher Education, 10(2), 169-190. Norfolk, VA: Society for Information Technology & Teacher Education.
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Combining Web-Based Training and Mentorship to Improve Technology Integration in the K-12 Classroom
Polselli, R. (2002). Combining Web-Based Training and Mentorship to Improve Technology Integration in the K-12 Classroom. Journal of Technology and Teacher Education, 10(2), 247-272. Norfolk, VA: Society for Information Technology & Teacher Education.
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Non-Restricted Asynchronous Web-Based Forums: A Study of Preservice Science Teachers’ Attitudes
Bodzin, A. (2000). Non-Restricted Asynchronous Web-Based Forums: A Study of Preservice Science Teachers’ Attitudes. International Journal of Educational Telecommunications, 6(4), 363-392. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).