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SITE 2008--Society for Information Technology & Teacher Education International Conference

Mar 03, 2008


Karen McFerrin; Roberta Weber; Roger Carlsen; Dee Anna Willis

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Table of Contents

This conference has 10 award papers. Show award papers

Number of papers: 1011

  1. Hybrid Classes: The Incorporation of Technology in a Developmental English Classroom

    Melinda Bynog, Northwestern State University, United States

    Educators have had to find ways to engage students through different means because of the varying levels of the students that appear in developmental classes. The majority of the time it is not... More

    pp. 1351-1353

  2. The Relationship of Selected Characteristics on the Perceived Technological Knowledge of E-Faculty

    Myriah Clark & Joe W. Kotrlik, Louisiana State University, United States

    This study investigated the technological development of e faculty at five randomly selected Carnegie classified (2006) Doctorate-Granting Research Universities with very high research activity (RU... More

    pp. 1354-1361

  3. Mentoring Faculty Through Changing Roles as They Transition into Second Life

    Mauri Collins, University of Nevada Las Vegas, United States; Ann Jeffery, University of Southampton, United Kingdom; Zane Berge, University of Maryland, Baltimore County, United States

    This presentation aims to equip teachers wishing to teach online in Second Life or other virtual environments with both a scheme for thinking about their teaching, and knowledge of the Second Life ... More

    pp. 1362-1365

  4. The Internet-Based Masters Degree in Educational Technology (iMet) Program: Developing Technology Proficient Educators in Communities of Practice

    John Cowan, Sacramento State University, United States

    There is a growing deficit between the knowledge of administrators and teachers and the knowledge of their students in regard to the use of technology. When adults in schools know less about... More

    pp. 1366-1373

  5. Equipping Future Faculty with Instructional Methods & Technology

    Hugh Crumley, Duke University, United States

    This presentation will describe the development of instructional technology courses for graduate students planning on careers as teaching faculty in disciplines outside education. These courses... More

    pp. 1374-1375

  6. Design and Implementation of an Online Graduate Course: Suggestions for Success

    Rhoda Cummings & Cleborne D. Maddux, University of Nevada, Reno, United States

    Increasingly, universities offer online courses to both undergraduate and graduate students. Advantages to such offerings include availability; flexibility; and the ability to learn at home, on... More

    pp. 1376-1380

  7. Identifying entry-level competencies of Instructional Design and Technology educators and professionals: Results from a biennial survey

    Lee Daniels, East Tennessee State University, United States

    In our roles as Instructional Design and Technology educators, one of our fundamental goals is to prepare our students to become competent educational technologists. For our particular study, we... More

    pp. 1381-1385

  8. Enhancing Faculty Development: Reflective Practice and Self-Assessment to Promote Learning

    Joseph Defazio, IUPUI, United States

    Graduate students enrolled in many programs both within the United States and abroad must posses the necessary knowledge and skill-sets in order to function in today's information and educational... More

    pp. 1386-1390

  9. Teaching Teachers to Teach Online – A Case Study

    Sue Espinoza, Elaine Lin & Parinya Suwannakit, Texas A&M University-Commerce, United States

    Online education is expanding at all levels. Long used in higher education, online courses are now also found in the K-12 sector, as schools are offering online classes for their students, and as ... More

    pp. 1391-1396

  10. Are Irish Student-Teachers Prepared to be Agents of Change in using IT in Education?

    Ann FitzGibbon, Elizabeth Oldham & Keith Johnston, School of Education, Trinity College, Dublin, Ireland

    This paper explores student-teachers' use of social networks, video-sharing websites and MUVEs (specifically Second Life). In seeking to find if student-teachers' activities in this respect prepare... More

    pp. 1397-1404

  11. Research of Support System in Project Based Learning

    Makio Fukuda, Osaka International University, Japan

    This research attempts the improvement of the efficiency of the project based learning by developing the system that supports making the plan. This system supports making the research plan document... More

    pp. 1405-1409

  12. Teaching without Tools: A Case Study of Part-Time Faculty Perceptions and Experiences Regarding Technology Training

    Andra Goldberg, Mohave Community College, United States; Michael Blocher & Chih-Hsiung Tu, Northern Arizona University, United States

    This study explored the present opportunities in professional development for faculty to incorporate technology into their courses. While part-time faculty are a large portion of any institution's ... More

    pp. 1410-1415

  13. Exploring the Worth of Online Communities and e-Mentoring Programs for Beginning Teachers

    Hannah Gutke, Jubilee Primary School, Australia; Peter Albion, University of Southern Queensland, Australia

    Education systems worldwide face challenges in retaining and developing beginning teachers against a widespread pattern of significant attrition. This study used interviews with beginning teachers,... More

    pp. 1416-1423

  14. Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices.

    Michael Henderson, Monash University, Australia; Scott Bradey, James Cook University, Australia

    This paper draws on the construct of identity, grounded in the situated learning theory of community of practice, to better understand the connection between academic teachers' pedagogical beliefs ... More

    pp. 1424-1431

  15. Relationships are more important than content: designing effective Professional Development within a Community of Practice approach

    Michael Henderson, Monash University, Australia

    Professional Development design has traditionally focused on issues of content, delivery and technology. While these foci are not discounted this research argues that designing for and investing in... More

    pp. 1432-1439

  16. Implications of Hybrid Instructional Delivery for Graduate Studies, Educator Professional Development, and K-12 Secondary and Elementary Public Education

    Katy Herbold, Southern Utah University, United States

    The use of hybrid instructional delivery is increasingly important. The data collected during this hybrid delivery pilot project is of value and interest for educators at K-16 and graduate levels. ... More

    pp. 1440-1445

  17. A Social Learning Theory Perspective On Technology Mentoring Program Experiences

    Aliye Karabulut, Iowa State University, United States

    This case study explores and describes two cases of mutual learning experience in a one-semester technology mentoring program, in which a graduate student mentored two faculty members about... More

    pp. 1446-1451

  18. “Invisible” Learning Disabilities in Higher Education: Teaching Universal Design Principles and Strategies through Web-Based Learning Modules

    Kira Kingren, Bank Street College, United States

    What does accessible curriculum look like in a Higher Education Teacher Preparation program? With a grant from the US Department of Education, the Graduate Faculty at Bank Street College of... More

    pp. 1452-1454

  19. Using Asynchronous Online Discussions to Enhance Classroom Discussion in Teacher Education Courses

    Swapna Kumar, Boston University, United States

    This qualitative study reports on how four professors used asynchronous online discussions as advance organizers to enhance classroom discussions in teacher education courses. The four professors... More

    pp. 1455-1462

  20. Attitude Changes Toward Applying Technology (A case study of Meiho Institute of Technology in Taiwan)

    Zeng-Han Lee, University of North Texas, United States

    When Web 2.0 brought the new definition for internet communication, it also changed the way people learn. The primary objective of this study is to conduct an empirical examination of the... More

    pp. 1463-1470