SITE 2000--Society for Information Technology & Teacher Education International Conference
2000
Editors
Dee Anna Willis; Jerry Price; Jerry Willis
Table of Contents
Number of papers: 477
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Faculty Development and Preservice Teachers as Agents of Change
Charles M. Savitt, Richard J. Rezba & Edward W. Hootstein, 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
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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
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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
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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
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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
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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
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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
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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
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Empowering Minds by Taking Control: Developing Teachers’ Technological Fluency with LEGO Mindstorms
Deirdre Butler, St. Patrick's College, Ireland; Wanda Gleason, Gleason Research, United States; Fred Martin, MIT Media Lab, 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
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GR A D UAT E & IN S E RV I CE
Caroline M. Crawford, University of Houston - Clear Lake, United States
pp. 601-603
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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
