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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To Teach Online or Not to Teach Online-That is the Question
Judy Donovan, Indiana University Northwest, United States; Helen Mele Robinson, The College of Staten Island, CUNY, United States
This research examines the question of why many higher education faculty resist teaching online and/or hybrid courses, in spite of a growing pool of research findings arguing in favor of these... More
pp. 872-874
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Makeshift or Marvellous:Are ICT classrooms fit for learning in the 21st Century?
Rita Egan, Pat Jefferies & Antony Stockford, University of Bedfordshire, United Kingdom
Over a 15 year period the British government has committed to investing £45 billion in capital funding and Private Finance Initiative (PFI) credits as part of their “Building Schools for the... More
pp. 875-877
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Does the Use of the Interactive Whiteboard Increase Student Engagement?
Jennifer Elliott, University of Virginia, United States
This study examined whether or not the use of the interactive whiteboard increased student engagement through the employment of student and teacher surveys, classroom observations and a focus group... More
pp. 878-879
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A Formative Evaluation of a Hybrid Degree Program (Face-To-Face and Asynchronous Online) Designed to Train Teachers in the Use of Data to Inform Their Practices
Shawn Fitzgerald, Kent State University, United States
The purpose of this presentation will be to discuss the results from a formative evaluation of a hybrid masters degree program (face-to-face and asynchronous online) designed to train teachers in... More
p. 880
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Who Knew? A Descriptive Study of the Online Activities of Preservice Teachers
Joseph Freidhoff, Michigan State University, United States
The portrayal of youth in research and in the media has cast the students now entering teacher preparation programs as heavy users of technology. Such generational labeling of preservice teachers... More
pp. 881-884
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Authoring Tools and the Impact on WebQuest Quality
Penny Garcia, University of Wisconsin Oshkosh, United States
Teachers have often reported that the effort required to make a WebQuest live on the web detracted from their ability to use the pedagogical tool. To ameliorate that problem successive technology ... More
pp. 885-886
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Is it cheating? Students' views of acceptable methods of information gathering in the classroom versus video game environments
Karla Hamlen, Cleveland State University, United States
Cheating in the academic environment continues to increase over time. Meanwhile, students are playing video games at increasing levels. There seems to be a disparity between the ethics of... More
pp. 895-897
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Evaluation of A MALL system integrating instant translation and shared annotation for ESL reading on PDA
Ching-Kun Hsu, Yu-Ying He & Chih-Kai Chang, Department of Information and Learning Technology at National University of Tainan, Taiwan
The extensive reading course is one of the best ways for ESL learners to improve their reading ability by large quantities of texts. However, the shortage of the vocabulary makes the extensive... More
pp. 898-904
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The Effectiveness of a Spatial Assistive Technology Training Tool for Children with ADHD
Helen Kang, James Mohler & Sydney Zentall, Purdue University, United States
The authors hypothesized that the use of computer generated training as a method of assistive technology to enhance spatial ability is beneficial for students with ADHD and their resulting... More
pp. 905-909
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Research of Children and Parents Concerning Internet Use: A Japan-U.S. Comparison
Hiroko Kanoh, Yamagata University,Networking and Computing Service Center, Japan
This research shows the result about hours and activities of children’s internet use and risks of internet usage and parental monitoring of children’s online access. The results, about risks of... More
pp. 910-916
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An Evaluation of Web 2.0 Pedagogy: Student-authored Wikibook vs Traditional Textbook
Jennifer Kidd, Old Dominion University, United States; Patrick O'Shea, Harvard, United States; Jamie Kaufman, Peter Baker, Tiffany Hall & Dwight Allen, Old Dominion University, United States
Rather than using a traditional text, students in an educational foundations course write their own text using Wikibooks. The notion of student-generated textbooks calls into question many issues... More
pp. 917-919
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Wikitextbooks: Pedagogical Tool for Student Empowerment
Jennifer Kidd, Peter Baker, Jamie Kaufman & Tiffany Hall, Old Dominion University, United States; Patrick O'Shea, Harvard, United States; Dwight Allen, Old Dominion University, United States
Instructors chose course textbooks while publishers largely control textbook content and the often exorbitant prices paid for these texts. Students, meanwhile, have little say in this process.... More
pp. 920-922
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Preservice Teachers’ Progress on Their Intent to Use Computer-based Technology
Kioh Kim, Sanghoon Park, Ron McBride & Karen McFerrin, Northwestern State University, United States
A research survey “Intent to Use Computer-based Technology” was conducted three times for five years in the computer technology integration class for teacher education students at a major... More
pp. 923-931
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An Investigation of Class Satisfaction in Information Technology Education: A Comparative Study of Students’ Performance Levels at a Japanese University
Takeshi Kitazawa, Masahiro Nagai & Jun Ueno, Tokyo Metropolitan University, Japan
This paper investigates the factors related to students’ class satisfaction in an information technology course at a Japanese university. Accordingly, 182 university students were administered a... More
pp. 932-937
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Preservice Educator Learning in a Simulated Teaching Environment
Gerald Knezek & Rhonda Christensen, University of North Texas, United States
Assessment of learning within a simulated teaching environment is addressed within the context of a federally funded project to improve the maturity and retention of preservice teachers. Analysis... More
pp. 938-946
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Learning to Teach and Teaching Online: Faculty-Faculty Interactions in Online Environments
Lydia Kyei-Blankson, Illinois State University, United States
Past research has shown that peer support helps improve several areas of faculty activities such as research, teaching, and technology competencies. Using a mixed method design, this research study... More
pp. 947-952
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Evolution of a ten-year old full-fledged secondary school one-to-one laptop program
Therese Laferriere, Laval University, Canada; Mélanie Tremblay, Université du Québec à Rimouski (Lévis), Canada
This school-based case study investigates the problem of achieving wide-spread and effective use of information and communication technologies (ICTs) in a classroom-based learning environment part ... More
pp. 953-960
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Teacher Education Program Innovation based on Pre-service Teachers Disposition Analysis
HeeKap Lee & Cindy Harvel, Mount Vernon Nazarene University, United States
Education programs need a model for measuring an educator’s personal disposition, a model with a set of values and commitments. Disposition means values or commitments that are displayed in a... More
pp. 961-973
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Does media-multitasking interfere with learning?
Jennifer Lee, Lin Lin & Tip Robertson, University of North Texas, United States
In the age of technology, multitasking has become a rite of passage for the media warriors in all of us. Media warriors come in all shapes and sizes surrounded by gadgets and gigabytes that promise... More
pp. 974-978
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Teachers’ Intentions toward Technology Usage: Do Different Uses Lead to Different Determinants?
Jung Lee & Frank Cerreto, Richard Stockton College of NJ, United States; Jihyun Lee, Seoul National University, Korea (South)
Previous studies of teachers’ intentions to use technology using the Theory of Planned Behavior (TPB) resulted in contradictory findings, possibly due to the use of insufficiently specific... More
pp. 979-986