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ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 29, 2010

Editors

Jan Herrington; Craig Montgomerie

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File: Cover & Title Pages

Table of Contents

10
This conference has 10 award papers. Show award papers

Number of papers: 609

  1. “Smiles of Gods”: Japanese Schoolteachers’ Interpersonal Metamorphism of Technologies into Pre-technological Instructional Settings

    Takashi Otani, Nagoya University, Japan

    As Larry Cuban (1986) argues that teachers are “gatekeepers” when technology enters their classrooms, the teacher is one of the most crucial and definitive factors for both successful and... More

    pp. 2234-2239

  2. The Role of Technology Leaders in Schools

    Lisa Palmieri, George Semich & John Graham, Robert Morris University, United States

    Abstract: Technology integration in schools is increasing at a rapid pace. With this increase comes the need to hire highly competent technology leaders who can develop standards based curricula... More

    pp. 2240-2247

  3. Using Multimedia to Engage Faculty in Development Opportunities : A Project for Incorporating Reading Comprehension Across Disciplines

    Sunay Palsole, Beth Brunk-Chavez, Vinayak Melarkod & Steven Varela, The University of Texas at El Paso, United States

    Current research at all levels of schooling emphasizes the importance of effective reading comprehension skills as well as the challenges instructors face in teaching it.. In 2007, the Texas... More

    pp. 2248-2257

  4. Nine Recommendations for Enhancing e-Moderation Skills by Utilisation of Videoconferencing within an e-Tutoring Curriculum

    Gergely Rakoczi, Ilona Herbst & Franz Reichl, Vienna University of Technology, Austria

    As commonly known, a tutor’s role changes when teachers appoint her/him as an e-tutor. A requirements analysis carried out at our university shows that more and more teachers believe that e-tutors ... More

    pp. 2258-2266

  5. Online Learning Networks in Higher Education: A Case Study of the Brock Learning Network

    Camille Rutherford & Candace Figg, Brock University, Canada

    A Drupal 6.0 toolkit was used to create an online social network for a Faculty of Education in order to facilitate interaction and communication between the faculty, staff, and students. In... More

    pp. 2267-2274

  6. Teacher Education for Digital Age Teachers

    Kathryn Smith, Edu Works, United States

    Teacher Education is serving digital age student teachers. Student teachers do not translate the use of technologies in their personal lives to use as teachers. This session describes how teacher ... More

    pp. 2275-2278

  7. Do the traditional classroom-based motivational methods work in e-learning community?

    Furukawa Takayuki, Kouki Hoshi, Aya Aida, Sachiko Mitsuhashi, Hiromi Kamoshida & Katsuya In, Benesse Corporation Tokyo Head Office, Japan

    Do the traditional classroom-based learning motivational methods that are considered to be valid, also work in e-learning community? In this study we applied the traditional learning motivational... More

    pp. 2279-2284

  8. Moving Mentoring to Collegial Relationships : A Lead Manager's Approach

    Lisa Thomas & Francisco Brizuela, Graceland University, United States

    Moving a new faculty member to be acculturated into the philosophy of the online learning environment, it is imperative to scaffold ideas while developing best practice expected by the university. ... More

    pp. 2285-2290

  9. Are Secondary Preservice Teachers Well Prepared to Teach with Technology? A Case Study of a Chinese Teacher Education Program

    George Zhou & Zuochen Zhang, University of Windsor, Canada; Yueke Li, Liaocheng University, China; Zhenkun Zhao, Xinjiang Provincial Center for Educational Technology, China

    One technology course has been a popular way to incorporate technology into teacher education programs while many scholars have realized that a better format of technology integration is desired.... More

    pp. 2291-2300

  10. The role of ICT in the pedagogical transformation of primary teachers: Dream, aspiration, reality

    Frank Bate, Murdoch University, Australia

    This paper discusses findings from a recent longitudinal study that examined how 35 beginning teachers used information and communications technologies (ICT) in the first 3 years of their teaching.... More

    pp. 2301-2306

  11. Video Game Violence and Interactivity: Good News for the Classroom

    Patricia Boechler & Martin Mrazik, University of Alberta, Canada; Rebecca Watchorn, Universityof Alberta, Canada; Rebecca Georgiou & Karon Dragon, University of Alberta, Canada

    This project investigated the relationships between game elements present during short-term game play and cognitive reasoning outcomes. After students completed pretest measures of cognitive... More

    pp. 2307-2312

  12. Blogging as Professional Development: A Collaborative Self-Study between Two Beginning Academics

    Shawn Bullock, University of Ontario Institute of Technology, Canada; Jason Ritter, Duquesne University, United States

    Although there is an ever-growing chorus of voices calling attention to the challenges of learning to be a teacher educator and an academic within the context of a Ph.D. program in education, the... More

    pp. 2313-2318

  13. An Andragogical Approach to the Design of an E-Training Solution for Healthcare Professionals

    Lorraine Carmody, Elizabeth Sherry & John Cardiff, ITT Dublin, Ireland

    The MEDeLEARN project is investigating whether a virtual learning environment can address the competency gaps that exist in the training of healthcare professionals in the use of medical... More

    pp. 2319-2323

  14. Pedagogical Evaluation of Online Courses

    Shelley Cobbett, Dalhousie University, Canada

    This presentation will focus on the application of an evaluation matrix that will provide faculty with an evaluation tool that is easy to use and grounded in the known best practices related to... More

    pp. 2324-2329

  15. Integrating Feminist Pedagogy on-line: Contradictions of Teaching within a Culture of Entitlement Learning

    Elaine Correa, Medaille College, United States

    As educators encourage students to exchange and critically challenge the construction of knowledge and learning through the use of their own voice, the interplay and reassertion of power embedded... More

    pp. 2330-2334

  16. A Comparative Study of Partial Credit Assessment and Computer-Based Testing

    Marjorie Darrah, Edgar Fuller & David Miller, West Virginia University, United States

    This paper will discuss a problem frequently encountered by educators seeking to use computer based or multiple choice based grading for mathematics exams. These assessment methodologies force a... More

    pp. 2335-2340

  17. Covert and Overt Instructor Guidance in Online Debates

    Gayle V. Davidson-Shivers, Joyce M. Guest & W. Darlene Gray, University of South Alabama, United States

    The idea that online debates are beneficial and promote learning is not new. Yet, students do not actively participate or participate as well as anticipated. One factor affecting participation is... More

    pp. 2341-2350

  18. Student teachers’ perceptions of knowledge and knowledge of perception

    Janaina Minelli de Olvieira, Universitat Rovira i Virgili, Spain; Marc Romero, Universitat Oberta de Catalunya, Spain

    The objective of the present study is to question if pre-service teachers’ perceptions regarding what a good teacher should know change or not after taking a course with a technological pedagogical... More

    pp. 2351-2356

  19. Looking to Transform Learning: From Social Transformation in the Public Sphere to Authentic Learning in the Classroom

    Donna DeGennaro & Tricia Kress, University of Massachusetts Boston, United States

    In and out of school technology uses present themselves differently. Namely, outside structures more often than not reflect distributed knowledge models, while inside structures mirror... More

    pp. 2357-2363

  20. Impact of Discussion Structure on Student Participation in Online Discussions

    Holly Howard Ellis, University of West Florida, United States; Gayle V. Davidson-Shivers, University of South Alabama, United States

    Because of their potential to support student learning, using threaded discussions within online learning is of interest to instructors, and determining what factors influence student participation... More

    pp. 2364-2372