You are here:

SITE 2011--Society for Information Technology & Teacher Education International Conference

Mar 07, 2011


Matthew Koehler; Punya Mishra

File: Cover & Title Pages

Search this issue

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 817

  1. Guide faculty online course design and development through an Onine Design Course

    Deyu Hu, Virginia Tech, United States

    This presentation will showcase the rationale as well as preview the finished product of an Online Design Course (ODC) that guides faculty through the design and development of their own online... More

    pp. 958-960

  2. PBL[g]: Project-Based Learning [global], Learning Technologies and Teacher Preparation

    Janis Jensen, Mike Searson & Melda Yildiz, Kean University, United States

    This paper makes the case for a “global” approach to project-based learning (PBL[g]) in which a key component is the development of student global competence mediated by ongoing integration of... More

    pp. 961-965

  3. The Application of Blogging Technologies in the Classroom: A look at why individuals blog through the lens of Uses and Gratifications Theory

    Mark King, Indiana University of Pennsylvania, United States

    It's a common pedagogical question that plagues many well-intentioned educators - how do I implement technology (in this instance, blogging) into my coursework in an effective manner with the... More

    pp. 966-973

  4. Engaging the 21st Century Learner in P-12 Course Content: Creating Technology-Rich Teacher Education Programs

    Elaine Lawrence, SUNY Oneonta, United States

    Effective teachers involve learners in the process. Educators can utilize technology tools as a means to engage learners by blending real-world relevance with content-specific subject matter. This ... More

    pp. 974-977

  5. An Investigation into the Infiltration of ICT and Continuing Development of Software Packages in the Teaching of Undergraduate Courses in a Nigerian Tertiary Institution

    Oyewusi Lawunmi Molara, Obafemi Awolowo University, Ile-Ife Osun State Nigeria, Nigeria; Adebiyi Tunde Babson, Obafemi Awolowo University Ile-Ife Osun State, Nigeria

    This study will discuss briefly the infiltration of ICT and continuing development of software packages into the teaching of undergraduate courses in a Nigerian university. It discusses some of the... More

    pp. 978-983

  6. Web Video Project as an Instructional Strategy in Teacher Education

    Denys Lupshenyuk, York University, Canada; Martha Hocutt, University of West Alabama, United States; Ron Owston, York University, Canada

    The advent of Web 2.0 has metamorphosed the landscape of the Internet from a static “depository” of multimedia data into a dynamic and participatory “habitat” of individuals. Web video, epitomized ... More

    pp. 984-991

  7. Exploration of the process and value of remote supervision

    Gordon Mendenhall, Angelia Ridgway & Razin Bouzar, University of Indianapolis, United States

    Abstract: This report will follow the project proposal with respect to project activities, observations and data gathered and conclusions/recommendations generated. The study involved three local ... More

    pp. 992-999

  8. Second Life and Pre-Service Teachers’ Computer Self-efficacy: A Joint venture between Texas A&M and Lingnan University

    Zahra Moghadasian & Ronald Zellner, Texas A&M University, United States; B. Stephen Carpenter, Penn State University, United States

    In this study education students accessed Second Life (SL), a three-dimensional virtual community, to meet language learners from Lingnan University in Hong Kong. They had no experience with SL... More

    pp. 1000-1003

  9. Multimedia Juvenile Victimization: School Faculty Perspectives about Youth Behavior

    Thanh Truc Nguyen, CRDG, College of Education, University of Hawaii, United States

    This paper discusses the results of school faculty (N=425) perspectives on youth behavior online. Data was gathered via a 22-item questionnaire in Virginia, Wyoming, and Hawaii. Issues such as... More

    pp. 1004-1010

  10. Impediments to Technology Integration: Individual Factors, School-Based Factors, and System-Wide Factors Identified by High-Using Technology Teachers

    Priscilla Norton & Dawn Hathaway, George Mason University, United States

    Although research studies in education frequently show that use of technology can help student learning, its use is often impacted by a number of barriers. Hew & Brush (2006) identified six... More

    pp. 1011-1018

  11. Integrating Wikis in Pre-service Education: Teacher-educators’ Perspective

    Yehuda Peled, Ohalo College of Education, Israel; Olzan Goldstein, Kaye College of Education, Israel

    The various aspects of using wikis in teaching by faculty members in Israeli teacher-education colleges were examined through a multiple-case design approach. The report focuses on... More

    pp. 1019-1025

  12. Reciprocal mentoring: a win-win situation

    Martine Peters, Université du Québec en Outaouais, Canada; Carole Raby, Université du Québec à Montréal, Canada; Sylvie Fontain & Lorraine Savoie-Zajc, Université du Québec en Outaouais, Canada

    Research indicates that in-service teachers are not confident when it comes to integrating technology in their classroom. They know little about newer technologies and don’t have time to learn... More

    pp. 1026-1029

  13. Technology Bridges Between Rural Students and Culturally Responsive Special Education Personnel Preparation Programs

    Patricia Peterson & Stephen Showalter, Northern Arizona University, United States

    Description of technology bridges utilized to connect rural undergraduate and graduate students to culturally responsive special education personnel preparation programs. These technology... More

    pp. 1030-1033

  14. Adopting Interactive Whiteboards: An Education Win-Win Set Up?

    Christine Sabieh, Notre Dame University, Lebanon

    Interactive whiteboard sales representatives want to sell; universities want better learning outcomes; tech-support centers in the universities want to possess new technologies; educators want to... More

    pp. 1034-1039

  15. Emotions and Emotional Intelligence (EQ) in Curriculum Theory: on Incorporating EQ Skills in Teacher Education

    Nada Salem, The George Washington University, United States

    Emotions shape who we are and what we do; they cannot be separated from our thinking, successes, or failures. We need to start giving them the importance they deserve and learn how to deal with... More

    pp. 1040-1045

  16. Using Digital Stories to Increase Self-Reflection in an Introductory Special Education Course

    Maria Earman Stetter, Roosevelt University, United States

    A professor has been using the method of digital stories for students to document their field observations in an introductory course in special education. Through these digital stories, students... More

    pp. 1046-1048

  17. Implementing the critical technologies for engagement, assessment, and reflection: The immersion studio as a student-curriculum partnership

    Matthew Stuve, Ball State University, United States; Laura Suero, Ball State Unversity, Dominican Republic; Erica Bettcher, Ball State University, United States

    Leading and sustaining technology innovation in teacher education requires ongoing curricular planning, professional development, and support structures that extend pedagogical goals into solutions... More

    pp. 1049-1051

  18. Reflective Teaching Practice: The iPod Video Project

    Ingrid N. Thompson-Sellers, Georgia State University, United States

    As educators, reflection is essential for our continuous growth and development as professionals. However, we can become consumed with the tasks of our personal lives and meeting the goals and... More

    pp. 1052-1053

  19. The IRIS Center: Online Course Enhancement Materials for Faculty

    Naomi Tyler & Zina Yzquierdo, The IRIS Center for Training Enhancements, United States; Kim Paulsen, Vanderbilt University, United States

    The IRIS Center creates free, online course-enhancement materials for college faculty who teach pre-service general education teachers, school administrators, school counselors and school nurses to... More

    pp. 1054-1055

  20. Promoting Self-Regulated Learning in Primary Teacher Education

    Emmy Vrieling, Iselinge Hogeschool, Netherlands; Theo Bastiaens, Open University/ Fernuniversität in Hagen, Netherlands; Sjef Stijnen, Open University, Netherlands

    Although teacher educators support the importance of the SRL concept, they often find it difficult to foster student teachers’ SRL in the educational pre-service program. So, the professional... More

    pp. 1056-1062