SITE 2009--Society for Information Technology & Teacher Education International Conference
Mar 02, 2009
Editors
Ian Gibson; Roberta Weber; Karen McFerrin; Roger Carlsen; Dee Anna Willis
Table of Contents
Number of papers: 769
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Teaching through Media and Technology: Pre-Service Teachers’ Perspectives about Media and Technology in Early Childhood Classrooms
Lena Lee, Ohio University, Athens, United States
This paper will examine pre-service teachers’ understanding of mass media as a pedagogical tool which can be used to teach various subjects in early childhood education (birth to age 8) programs. ... More
pp. 987-989
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A Comparative Study of Using Wikis for Collaborative Writing Projects in Traditional and Online Learning Environments
Hong Lin & Kathleen Kelsey, Oklahoma State University, United States
Wikis, when used as an open editing tool, can have profound and subtle effects on students’ collaborative learning processes. Hailed as a collaborative learning and writing tool, many questions... More
pp. 990-992
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Applying TINS to Support the Preparation of National Departmental Evaluation
Min-Jin Lin & Ching-Dar Lin, National Dong-Hwa University, Taiwan
This paper is a report on how to apply a web-based environment called Theme-based Inquiry Network Studio (will be abbreviated as TINS hereafter) to support the preparation of the first national... More
pp. 993-997
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Online Communication and Student Online Learning: Motivation and Performance
Leping Liu, University of Nevada, Reno, United States
This paper presents the author’s experiences of online-communication design in Web-based courses, and examines whether different online-communication design—in terms of its format, frequency, and... More
pp. 998-1003
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Traditional Textbooks vs. On-line Textbooks: Comparing Two Different Methodologies in English Reading Classrooms
Jui-hsiang Lu, Vanung University of Technology, Taiwan; Gwo-yunn Jaw, China University of Technology, Taiwan
This study examined two different instructional methodologies used to present English reading contents to technical university students in order to determine which methodology, traditional textbook... More
pp. 1004-1009
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Urban Students Moving Beyond the Digital Divide
Roseanne Macias & Elizabeth Yeager, University of California, Santa Barbara, United States
Many would argue that the digital divide is narrowing for all students because schools are now mandated to provide students with access to computers while at school. But overcoming the digital... More
pp. 1010-1015
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Electronic Concept Mapping in A Laptop University: A Cross-Curricular Study
Gregory MacKinnon, Acadia University, Canada
Abstract: This study looks at the implementation of electronic concept mapping in three university course settings namely: 1) Introductory Physics, 2) Gods and Classical Myth and 3) Teaching... More
pp. 1016-1022
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Geographic Diversity in Online Graduate Teacher Education
Daniel Matthews, University of Illinois at Springfield, United States
This paper provides evidence that geographic diversity is substantially greater in online graduate education closure courses than in related on-land closure courses. This paper then discusses the... More
pp. 1023-1027
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Empowering Principals to Lead with Technology
Ellen Meier & Caron Mineo, Teachers College, Columbia University, United States
Integrating technology in the classroom requires strong building-level leadership, yet it is not clear what administrators should do to guide the technology integration process. This design-based... More
pp. 1028-1029
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Eye movements of teachers while conducting lessons including IT tools use and the practical knowledge related to it
Masahiro Nagai & Takeshi Kitazawa, Tokyo Metropolitan University, Japan; Toru Fukumoto, National Institute for Educational Policy Research, Japan; Hiroshi Kato, National Institute of Multimedia Education, Japan
Teachers’ practical knowledge and its features have been discussed by various scholars. Although ideas regarding the lesson observations can be understood as a constituent of practical knowledge,... More
pp. 1030-1035
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Evaluation of an Interactive Whiteboards Utilization Model
Tomoko Nagata, Faculty of School Education, Hyogo University of Teacher Education, Japan; Tadashi Inagaki, Faculty of Liberal Arts, Tohoku Gakuin University, Japan; Michitaka Toyoda, Faculty of Education, Wakayama University, Japan; Ayako Umegae & Yoshinobu Sato, Uchida Yoko Co., Japan; Kanji Akahori, Tokyo Institute of Technology, Japan
The interactive whiteboard (IWB) is an effective ICT tools that can be use in the classrooms. But many Japanese teachers do not use it yet. The purpose of our research is to promote the use of IWBs... More
pp. 1036-1041
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Exploring Online Learning through Design and Design-Based Research
Priscilla Norton & Dawn Hathaway, George Mason University, United States
Abstract: In this paper, the authors explore the role of design and design-based research as an alternative research methodology for uncovering principles and strategies for integrating online... More
pp. 1042-1049
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Student Beliefs About Online Teaching: Implications for Virtual School Teachers
Kevin Oliver, Kevin Brady & Jason Osborne, North Carolina State University, United States
A mixed methods evaluation was conducted of the new North Carolina Virtual Public School (NCVPS), revealing significant student expectations for teachers in virtual school environments. While... More
pp. 1050-1057
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Lernen durch Lehren (LdL): Promoting pre-service teachers’ instructional multimedia design skills and motivation using multi-level LdL approaches
Sanghoon Park, Jung Lim & Vicki Gentry, Northwestern State University of Louisiana, United States
As an effort to search for a strategy to promote multimedia design skills, this paper examined the effects of a multiple-level “learning by teaching” approach in a multimedia design training on pre... More
pp. 1058-1064
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Clickers Supporting Teaching, Teacher Education, Educational Research and Teacher Development
Timothy Pelton & Leslee Francis Pelton, University of Victoria, Canada; Brad Epp, School District #73 Kamloops/Thompson, Canada
Audience response systems, commonly known as clickers, are gaining widespread acceptance and use in educational settings. These clickers can be used to support student engagement in traditional... More
pp. 1065-1070
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The Impact of Student Age on Online Learning
Gerra Perkins, Nelda Wellman & Wendell Wellman, Northwestern State University, United States
This study examined data from three online graduate-level courses within the College of Education. Through observation and analyses of emails, discussion board responses, and written work, it was... More
pp. 1071-1074
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Exploring elementary school students’ experiences and understandings of internet safety
John Potter & Neil Selwyn, Institute of Education, University of London, United Kingdom; Sue Cranmer, Department of Educational Studies, University of Oxford, United Kingdom
This paper examines the understandings of UK elementary school pupils with regards to managing issues of risk and safety whilst using the internet. The paper is based on survey and interview data... More
pp. 1075-1089
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Using Technology for Learning in Higher Education: What is Important?
Richard Schmid, Gretchen Lowerison & Philip Abrami, Concordia University, Canada; Christina Dehler, Simon Fraser University, Canada
This series of studies investigated the role that computer technology plays in transforming the learning process in higher education. We looked at the relationship between technology use, active... More
pp. 1090-1096
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Are English Teachers Receiving Adequate Technology Training to Prepare Them to Teach with Technology?
Gina Shelley, University of Utah, United States
Traditionally, English teachers are not the first group of educators to be considered when computers or technology training is offered. Yet it is English teachers who are primarily responsible for ... More
pp. 1097-1100
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Improving Teaching and Learning Through Multi-site Teaching System:A Case Study of O.A.U ile-Ife,Nigeria
Olaniyi Sofowora, Obafemi Awolowo University,Ile-Ife,Nigeria, Nigeria; Joel, Adeyanju, Obafemi awolowo university,ile-ife. Osun State, Nigeria
This paper invstigated the impact of multi-site technology on teaching and learning in large compulsory class courses at Obafemi awolowo university Ile-IFE.A sample of 203 students from the Faculty... More
pp. 1101-1106