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SITE 2000--Society for Information Technology & Teacher Education International Conference

2000

Editors

Dee Anna Willis; Jerry Price; Jerry Willis

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Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 477

  1. Teacher Educators’ Reflections on Using Group Response Technology

    Connie Hargrave, Anne Foegen & Denise Schmidt, Iowa State University, United States

    The study reported in this paper explored the use of group response technology (GRT) by teacher educators and their reflections on the use of the system with preservice teachers. Five teacher... More

    pp. 502-508

  2. Understanding Graphics for Effective Communication

    Jerry P. Galloway, Indiana University Northwest, United States

    The use of graphics in screen design by students and teachers alike often fails to achieve real communication. Today's authoring tools allow designers to randomly select and place graphic imagery... More

    pp. 509-514

  3. A Study of Two Online Learning Innovations: Implications for Teacher Education and Professional Development

    Herbert H. Wideman & Ronald D. Owston, York University, Canada

    This paper reports on a study of the implementation of two telelearning projects based on different pedagogical models and using different delivery systems. One of these projects was perceived to... More

    pp. 515-519

  4. Teaching Old Dogs New Tricks

    Merylann "Mimi" J. Schuttloffel, Catholic University of America, United States

    Previous research into classroom life exposes the difficulty of integrating new technologies into teaching. Professors of teacher education courses should prepare students for technologically... More

    pp. 520-525

  5. Frustration Among Educators About IT Use

    Charlotte Bohrn & Urban Nulden, Viktoria Institute, Sweden

    In this paper we describe a research project in progress about IT use in education. Today educators feel frustrated about the way IT is adopted. In the paper we suggest how to initiate a... More

    pp. 526-529

  6. The Impact of Information and Communication Technology (ICT) on Job Characteristics of South African University Academics

    Andy Igonor & Yolisa Soul, University of Fort Hare, South Africa

    A study was recently carried out on the use of Information and Communication Technology (ICT) by South African University Academics. The impact of ICT on job characteristics of academics - teaching... More

    pp. 530-536

  7. Building the Capacity for Systematic Integration of Technology in Teacher Education

    Rachel Vannatta & Blanche O'Bannon, Bowling Green State University, United States

    Funded through the U.S. Department of Education, Project PICT (Preservice Infusion of Computer Technology) was developed to enable preservice teachers to fully utilize modern technology for... More

    pp. 537-539

  8. Integrating Technology into Preservice Teacher Education Method Courses: A Unique Business/University Partnership for Staff Development

    Ellen Hoffman, Eastern Michigan University, United States; Laura Rosenzweig, Apple Computer, United States; Joyce Morris, The University of Vermont, United States; Christy Faison, Rowan University, United States

    Recognizing that changing teacher education is a key requirement for chang-ing K-12 teacher practices, Apple Computer developed the Apple Summer Institute for Teacher Education, more commonly... More

    pp. 540-547

  9. The Unified Elementary ProTeach Program: Impacting UF and Beyond

    Colleen Swain, University of Florida, United States

    The Unified Elementary ProTeach program at the University of Florida is a new teacher education program with the potential to positively impact future teachers, public school children in the... More

    pp. 548-552

  10. Faculty Development and Preservice Teachers as Agents of Change

    Charles M. Savitt, Edward W. Hootstein & Richard J. Rezba, Virginia Commonwealth University, United States

    Recent state legislation in Virginia requires teacher licensure programs to guarantee that graduating teachers are computer literate. Future teachers must demonstrate the ability to operate and... More

    pp. 553-554

  11. Faculty Development in Technology For Teachers of English For Specific Purposes (ESP)

    Tatiana Slobodina, Northern International University, Magadan

    Entering the global market in the age of information, Russia is in desperate need for experts in all areas of economy, highly qualified, competent, and capable of using foreign languages for... More

    pp. 555-560

  12. To Teach How Or To Teach With: Four University’s Approaches To Technology Integration For Teacher Preparation

    Kimberly A. Lawless & Louanne Ione Smolin, University of Illinois at Chicago, United States; Neal Strudler, University of Nevada, Las Vegas, United States; Scott W. Brown, University of Connecticut, United States; Steve Soulier, Utah State University, United States

    A recent ISTE report provides persuasive evidence explaining the shortcomings of older models of technology education in preparing tomorrow's teachers. New methods and models are needed to... More

    pp. 561-565

  13. Teaching Practice and the Design of Professional Development Activities

    Ronald Abate, Cleveland State University, United States

    This paper explores the relationship among classroom teaching and learning activities, the design of technological tools, and technology integration in the classroom. Ethnographic field methods... More

    pp. 569-574

  14. Merits of Mentoring and Modeling in Internet Technology Integration: Overcoming Operational Obstacles

    Elizabeth Rossi & Rosemary Mullick, SUNY Institute of Technology at Utica/Rome, United States; Deborah Y Bauder, Rome City School District, United States

    While most Internet inservice workshops include hands-on activities and opportunities for exploration, not all also offer the support found by modeling techniques and mentoring new users. The... More

    pp. 575-580

  15. Educating the Educators: Reflections from a Mature Public Sector ISP

    Mary Beam, Education Network of Ontario, Canada; Paul Beam, University of Waterloo, Canada

    The Education Network of Ontario is a telecommunications corporation creating a network community for and by Ontario's elementary and secondary educators and funded with assistance from the Ontario... More

    pp. 581-586

  16. Preparing Teachers to Investigate the Effects of Technology-Supported Instruction in Effective Partnership with Researchers

    Isabel Borrás, San Diego State University, United States

    This paper describes a procedural model aimed at forming teachers to conduct research in technology-supported instruction within a context where researcher and teacher work effectively together... More

    pp. 587-592

  17. Media/Digital Literacy in an M.Ed. in Classroom Technology

    Gregg Brownell & Nancy Brownell, Bowling Green State University, United States

    This paper identifies and defines the evolving concept of literacy with regard to Media Literacy and Digital Literacy. The importance of Media/Digital Literacy for teachers and students is... More

    pp. 593-597

  18. Empowering Minds by Taking Control: Developing Teachers’ Technological Fluency with LEGO Mindstorms

    Deirdre Butler, St. Patrick's College, Ireland; Fred Martin, MIT Media Lab, United States; Wanda Gleason, Gleason Research, United States

    This paper documents "Empowering Minds," a project that has established a partnership between St. Patrick's College (Education faculty of Dublin City University), the Irish National Centre for... More

    pp. 598-603

  19. GR A D UAT E & IN S E RV I CE

    Caroline M. Crawford, University of Houston - Clear Lake, United States

    pp. 601-603

  20. PRACTICAL WAYS TO IMPROVE INSTRUCTIONAL EFFECTIVENESS USING INTERNET-BASED COURSE SUPPLEMENTS

    Randal D. Carlson, Judi Repman, Elizabeth Downs & Kenneth Clark, Georgia Southern University, United States

    This paper documents methods to increase the effectiveness of conventional lecture/discussion/demonstration classes through the addition of internet-based supplements to those face-to-face... More

    pp. 604-608