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SITE 2004--Society for Information Technology & Teacher Education International Conference

2004

Editors

Richard Ferdig; Caroline Crawford; Roger Carlsen; Niki Davis; Jerry Price; Roberta Weber; Dee Anna Willis

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Table of Contents

22
This conference has 22 award papers. Show award papers

Number of papers: 1059

  1. Technology: The New Segregator

    Jesse Foster, University ofNebraska-Lincoln, United States

    These papers discuss the ways in which today's technology serves to segregate society and marginalize segments of our global community. The "digital divide" serves, today, to do to sections of our ... More

    pp. 809-813

  2. What is Computer Science, Anyway?: Deepening Urban Teachers’ Understandings of Computer Science and Working Towards an Engaging Pedagogy

    Joanna Goode, UCLA / Institute for Democracy, Education, and Access, United States; Jane Margolis, UCLA / Institute for Democracy, Education, and Justice, United States

    To better understand why so few students of color and women study computer science during high school and college, we have interviewed urban students, teachers, and administrators in three Los... More

    pp. 814-819

  3. Digital Democracy in Higher Education

    Susana Juniu, Montclair State University, United States

    What uses of technology make sense in the schools? How to go about achieving the educational goals? These framing questions guide the dialogue process among the members of the academic community.... More

    pp. 820-825

  4. Technology Closes the gap between Students’ Individual Skills and Background Differences

    Elsa-Sofia Morote, Dowling College/MIT, United States; David Pritchard, MIT, United States

    We examine the correlation of 12 background variables determined from a student survey with assessment instruments including paper-testing instruments (final exam and weekly tests) and an... More

    pp. 826-831

  5. Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database

    Ann Potts, Virginia Polytechnic Institute and State University, United States; Megan Boler, Virginia Polytechnic Institute and State University/University of Toronto, United States; David Hicks, Peter Doolittle, Susan Ariew, Cecile Cachaper, Kathleen Carico & Robert Prickett, Virginia Polytechnic Institute and State University, United States

    This paper describes the creation of an online diversity resources database using methods borrowed from meta-ethnography. The primary aim of this database, known as the Diversity Resources Database... More

    pp. 832-836

  6. Technologies of Power and Technologies of the Self or Why my Educational Technology Classes Have Changed so Much

    David Shutkin, John Carroll University, United States

    National Educational Technology Standards (NETS) form a contact point between technologies of power (TP) and technologies of the self (TS). TP in education form an ensemble of interrelated elements... More

    pp. 837-842

  7. Current Trends in Evaluation and Research

    Gerald Knezek, University of North Texas, United States

    pp. 843-844

  8. Research: Discovery, Knowledge and Education: 33 Things every Researcher Should Consider

    David Martland, Kingston University, United Kingdom

    pp. 845-849

  9. An Investigation of Graduate Students' Reflections on Research

    Frances Bailie, Iona College, United States

    Abstract: The research component common to many Masters Degree programs poses significant challenges. Instructors strive to create a meaningful experience to demonstrate the intrinsic link... More

    pp. 850-854

  10. Preparing Tomorrow’s Teachers to Use Technology: Differences between Skills and Values

    James Basham & Evangeline Pianfetti, Office of Educational Technology, United States; K. Alisa Lowrey, Department of Educational Psychology, United States; Amanda Palla, Office of Educational Technology, United States

    As part of the University of Illinois Urbana-Champaign's PT3 grant entitled, Technology Across Learning Environments for New Teachers, an effort was undertaken to use a combination of online and... More

    pp. 855-860

  11. Investigating the Implementation of Interactive Whiteboards in the Classroom

    Sue Bennett & Lori Lockyer, University of Wollongong, Australia; Louise Thake, Gordon Primary School, Australia; Chris Campbell, University of Wollongong, Australia

    The study described in this paper is a preliminary investigation into the implementation of interactive electronic whiteboard technology in classroom teaching at Gordon Primary School in the... More

    pp. 861-863

  12. Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation

    Gregory Chamblee, Georgia Southern University, United States; Scott Slough, University of Houston - Downtown, United States

    This paper analyzes research findings from the past ten years on the use of the Concerns-Based Adoption Model to measure technology implementation change. Ninety-seven papers were found that used... More

    pp. 864-871

  13. Computer-Assisted Collaborative Learning in Taiwan: An Experimental Study

    Wei-Fan Chen, Chung-Pei Chuang & Tsung-Yen Chuang, The Pennsylvania State University, United States

    This study investigated the effect of prior knowledge and teamwork process (CACL with open discussion versus problem-based discussion) on individual learning achievements for middle primary... More

    pp. 872-875

  14. Effect of Varied Types of Hypermedia Display Interfaces in Facilitating Achievement of Different Learning Objectives

    Wei-Fan Chen, Chung-Pei Chuang & Tsung-Yen Chuang, The Pennsylvania State University, United States

    This study was designed to compare three different types of hypermedia display interfaces in hypermedia design: They are 1) browser-scroll; 2) frame-based and 3) popup-window interfaces. In... More

    pp. 876-878

  15. Validating a Handheld Computing Self-Efficacy Scale

    Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning (IITTL), United States; Gerald Knezek, University of North Texas, United States

    The use of handheld technologies is becoming widespread in the K-12 environment. While students seem ready to embrace these devices it is not as easy to identify readiness in educators. Teacher and... More

    pp. 879-884

  16. Tools of Support for Educational Virtual Environments

    Adriana Pereira Cocco, Universidade de Cruz Alta, Brazil; Cláudio Fernando R. Geyer, Universidade Federal do Rio Grande do Sul, Brazil

    This article presents an Environment of Education in the distance, as well as its tools of support for the development of courses on-line. Among the developed tools it is distinguished tool for the... More

    pp. 885-890

  17. Direct Evidence of Inquiry-Based Practices Through the Use of Technology

    Benjamin Deaton & Art Recesso, University of Georgia, United States

    The purpose of this poster session is to disseminate the findings from an ongoing study that is seeking find direct evidence of teacher practice, which shows change made in teacher practice through... More

    pp. 891-893

  18. First Year Teacher’s Technology Use: Three Perspectives

    Judith Duffield, Myka Raymond & Nedal AlTenaiji, University of Colorado at Denver, United States; Barbara Cooper, Denver Public Schools, United States; Sherdyne Cornish, Community College of Denver, United States; Geraldine DiPalma, University of Colorado at Denver, United States; James Hurley, Douglas County Schools, United States

    Teachers play a major role in making effective use of technology in education and preparing students for the future. Preparing teachers to integrate technology into their classrooms and providing... More

    pp. 894-899

  19. Hybrid Courses for Adults: Evaluating the Theoretical Background

    Catherine Dunkle, Nova Southeastern University, United States; Ligia Leite, PhD, Advisor, Nova Southeastern University, Brazil

    This paper discusses a work in progress designed to develop a case study that will utilize a group of instruments designed to evaluate adult hybrid or blended-learning courses. A hybrid or blended-... More

    pp. 900-905

  20. Using a phenomenological approach to study technology integration

    Ela Kaye Eley, University of Florida, United States

    The use of phenomenological research methods provides educational technologists with the opportunity to study participants' perceptions about technology integration. This paper describes... More

    pp. 906-909