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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. Reflective Judgment and Cognitive Interaction in an Electronically Distributed Astronomy Course For Educators

    Kevin Carr, George Fox University, United States

    An Introductory Astronomy for Educators course was delivered over the Internet using mostly-asynchronous communication tools, as well as interactive Java simulation and data-sharing applets. The ... More

    pp. 609-614

  2. Technology Education: A Synergistic Approach

    Dominic Cotugno & Jessica Kahn, Chestnut Hill College, United States

    In the mid-60s Federal money was beginning to pour into urban school districts to improve basic instruction. Money for science materials, reading texts and audio-visual equipment slowly... More

    pp. 615-619

  3. USING the INTERNET as a TEACHING TOOL to FIND STATISTICS for USE in GRADUATE EDUCATION

    Fannie Cox, University of Louisville, United States

    At the University of Louisville, many graduate students in Education take "Introduction to Research Methods and Statistics," to meet their program requirements. As a teaching tool, the Internet is ... More

    pp. 620-625

  4. A Hero's Journey: Introducing Modular In-service Diploma Courses in IT at Trinity College Dublin

    Ann FitzGibbon, Cyril Drury, Elizabeth Oldham & Brendan Tangney, Trinity College Dublin

    This paper is a reflective narrative exploring the introduction of a modular in-service programme, using the device of the Hero's Journey (features of which are described). The programme is a... More

    pp. 626-632

  5. Classroom-based Technology Training for Inservice Teachers

    Susan Gallagher, University of Nebraska at Kearney, United States

    An alternative technology training model for non-computer using inservice teachers provided teachers with classroom-based technology training. The training model included access to computers in... More

    pp. 633-635

  6. Transforming Teaching Practice with Technology: Incorporating ISTE Standards and Performance Assessment in a Constructivist Approach to Graduate Teacher Education

    Kay Gibson & Dennis Kear, Wichita State University, United States

    This paper analyses the importance of integrating appropriate technologies into graduate teacher education programs in an attempt to encourage the transformation of teaching practice into a form ... More

    pp. 636-640

  7. Computer Technology in Foreign Language Teacher Training

    Lawrence Glatz, Metropolitan State College of Denver, United States

    The rapid changes in language learning involving technology of the last decade are having a great impact upon efforts at supporting up-to-date teacher training for language instruction. Due to... More

    pp. 641-646

  8. Implementing The Virtual Campus Learning Community for Teacher Education at George Fox University

    Scot Headley & Kevin Carr, George Fox University, United States

    The George Fox University Virtual Campus Learning Community (VCLC) is an internet environment designed on-site by professors to serve adult distance education students in professional programs. The... More

    pp. 647-652

  9. Active Learning Environments Prepare Teachers for Technology

    Marilyn J. Heath, Southwest Educational Development Laboratory, United States

    The Technology Assistance Program (TAP) of the Southwest Educational Development Laboratory (SEDL) is currently involved with the Applying Technology to Restructuring and Learning project that... More

    pp. 653-656

  10. Modeling Technology Use in Special Education Teacher Training

    Marie Hegwer-DiVita, California State University

    This paper summarizes a discussion of techniques for teacher educators to use for modeling technology use in credential program courses. While university faculty typically have access to... More

    pp. 657-660

  11. An Effective Model for Professional Development in Using Technology to Learn

    Robert E. Hollon, Susan R. McIntyre & Mona C. Majdalani, University of Wisconsin - Eau Claire, United States

    The Virtual Learning Technology Community (VLTC) is a collaborative technology professional development model that supports k-12 students, k-12 teachers, university faculty, university preservice... More

    pp. 661-665

  12. Where Do I Go When I Don’t Know What to Do: Using the Internet to Create a Virtual Learning Community

    Cynthia J. Hutchinson, University of Central Florida, United States; Lynda A. Delius, Sweetwater Episcopal Academy, United States

    This paper presents a case study describing the efforts of teachers to improve communication among their colleagues at their respective schools, an elementary school and a college of education.... More

    pp. 666-669

  13. Metaphoric scaffolding: Using digital video techniques to overcome teacher apprehension about new approaches to learning

    David Keefe, Curry School of Education, University of Virginia, United States; Linda Tsantis, Johns Hopkins University, United States

    This paper is a work-in-progress report on an approach to help teachers break the traditional barriers to learning that occur under transformative learning conditions. Teachers typically want to ... More

    pp. 670-673

  14. The Alliance for Catholic Education (ACE): Integrating Technology into a Holistic Teacher Education Program

    Kevin Barry & John Staud, University of Notre Dame; Valerie Larsen, Indiana University South Bend and the University of Notre Dame

    The Alliance for Catholic Education (ACE) at the University of Notre Dame endeavors to develop a corps of highly motivated and committed young educators to meet the needs of some of our country's ... More

    pp. 674-679

  15. CTER OnLine: Providing Highly Interactive and Effective Online Learning Environments

    Sandra R. Levin & Gregory L. Waddoups, UIUC, United States

    New computer and network technologies have opened the possibilities for practicing teachers across the world to update their teaching skills and engage in lifelong learning activities. Online... More

    pp. 680-685

  16. Using WebCT to Extend Learning in Graduate Educational Technology Courses

    Mhairi (Vi) Maeers, University of Regina, Canada

    This paper examines the use of WebCT in two graduate level Educational Technology courses. The paper briefly describes the content of both courses and the ways in which WebCT was used in each... More

    pp. 686-691

  17. Targeted Instructional Staff Development Project: An Evaluation

    Deborah Y. Bauder, Rome School District, United States; David L. Carr, Richard Stockton College of New Jersey, United States; Rosemary J. Mullick & Ron Sarner, SUNY Institute of Technology at Utica/Rome, United States

    The goal of the professional development project was to facilitate the integration of instructional technology in the classroom. Twenty-five teachers in grades 3-5, from 9 different schools,... More

    pp. 692-697

  18. Designing Learning Practices as Professional Development for Teacher Educators

    Linda Odenthal & Joke Voogt, University of Twente, Netherlands

    Since 1997 the Amsterdam Faculty of Education (EFA) has the status of experimental teacher-training programme. To support the experiment several research projects take place, aimed at providing... More

    pp. 698-703

  19. WE HAVE THE EQUIPMENT—WE NEED THE TEACHERS TO RUN IT

    Davenport Plumer, New York Institute of Technology, United States

    For at least the past decade national, state, local and philanthropic policies have focused on the goal of getting more computers into the schools and more computers connected to the Internet. ... More

    pp. 704-708

  20. Technology Autobiographies in Teacher Education

    Carole S. Rhodes, Adelphi University, United States

    This paper explores the impact of the integration of an online interactive website in a graduate pre-service literacy education class through an analysis of students autobiographical reflections. ... More

    pp. 709-713