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SITE 2014--Society for Information Technology & Teacher Education International Conference

Mar 17, 2014


Michael Searson; Marilyn N. Ochoa

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File: Table of Contents

Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 587

  1. Creating On-line Course Shells for Teacher Education Courses: Strategies and Methods for Success

    Paula Humphrey, Jill Giacomini, Carole Hruskocy & Ellie Baldwin, Regis University, United States

    This paper shared specific collaborative strategies and technology tools successfully used by the Regis University’s College for Professional Studies (RUCPS) Teacher Education faculty and the... More

    pp. 889-894



    Recent scientific and technologic developments in the world have forced educational institutions to change. To survive with these challenges, we must develop new adaptation methods, attitudes and... More

    pp. 895-902

  3. Trends and Barriers on the Fusion of Mobile Apps in Higher Education Where to Next and How?

    Ferial Khaddage, Deakin University, Faculty of Science Engineering and Built Ev.School of Information Technology, Australia; Jesús Hernández Cosío, Autonomous University of Baja California Sur, Mexico

    Mobile applications (apps) can be seen as an added opportunity in education. Currently it is hard to imagine a better device that can grant students easy flexible and on demand access to learning... More

    pp. 903-909

  4. Measuring TPACK... Yes! But how? A working session

    Petra Fisser, National Institute for Curriculum Development, Netherlands; Lara Ervin, San Jose State University, United States; Joke Voogt, University of Amsterdam, Netherlands; Matt Koehler, Michigan State University, United States

    Many instruments are being developed within the international TPACK community. This roundtable session would serve as an opportunity to begin the dialogue necessary to the creation of an instrument... More

    pp. 907-908

  5. Counterintuitive Science Instruction Supported with Wireless Web

    David Kumar, Florida Atlantic University, United States

    This presentation reflects on a project involving counterintuitive science teaching supported with wireless web. Undergraduate students enrolled in a science education course used 4G WiMax USB... More

    pp. 910-913

  6. Facebook and Mattering: How Can Instructors Make the Most of Undergraduates’ Facebook Use?

    Sarah Lohnes Watulak, Zhuo Wang & Scot McNary, Towson University, United States

    This poster will present the results of a mixed methods study that investigated the relationship between undergraduate students’ Facebook use and mattering, a social psychological construct that... More

    pp. 914-919

  7. Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study

    Taotao Long, Joanne Logan & Michael Waugh, The University of Tennessee, Knoxville, United States

    The flipped classroom is an instructional model in which students are initially exposed to the concepts of the learning contents outside classroom through instructor-provided videos and other pre-... More

    pp. 920-927

  8. Making Sense of the National Educational Technology Standards (NETS)

    Barbra Mosley, School of Education/NCATSU, United States

    Pre-service and in-service teachers must be knowledgeable of the National Educational Technology Standards (NETS) if they are to effectively integrate technology into the teaching and learning... More

    pp. 928-929

  9. Promoting STEM Careers before College: Undergraduates as Teachers for Middle and High School Students

    Dianna Newman, Meghan Deyoe, Jessica Lamendola & Gary Clure, University at Albany, SUNY, United States

    This paper documents the impact of the use of experiential based STEM curriculum units in generating positive cognitive and affective outcomes related to STEM at the middle and high school level.... More

    pp. 930-935

  10. New technology–old barrier: Relationship of teachers' perceptions of mobile phone use and age

    Blanche O'Bannon, The Univ. of Tennessee, United States; Kevin Thomas, Bellarmine University, United States

    This study examined the digital native-digital immigrant dichotomy based on the results of a study involving 1,095 teachers from two states in the southeastern United States. The study focused on... More

    pp. 936-946

  11. Traditional teaching with digital technology

    Catarina Player-Koro, University of BoråsSchool of Education and Behavioural Sciences, Sweden; Martin Tallvid, University of Gothenburg, Sweden; Berner Lindström, Unviversity of Gothenburg, Sweden

    This paper is based on data produced in upper secondary school in a municipality that has an on-going effort to provide every teacher and student with a laptop computer, a so called one-to-one... More

    pp. 947-951

  12. Learning 3.0

    Erik Ploeger & Hans Selles, Windesheim University of Applied Sciences, Netherlands

    Introduction The last two years we see an evolution of the Virtual Learning Environment (VLE) towards a 3.0 version with apps on smartphones and tablets. From the perspective of the student we see... More

    p. 952

  13. Feedback and its Importance to Interactive Digital Multimedia Tools in the High School Classroom

    Kashieka Popkin, Learning Technologies Department,University of North Texas, United States

    Interactive digital multimedia are tools developed to be used in the learning environment to enhance learning through hands-on experience not possible through conventional approaches. In a learning... More

    pp. 953-956

  14. Recommendations for K-12 Administrators for Technology Integration

    Kathryn Pritchard, University of Florida, United States

    The existing body of literature regarding technology integration and the role of administrators supports the International Society for Technology in Education Standards for Administrators (ISTE... More

    pp. 957-961

  15. Reporting Data with “Over-the-Counter” Data Analysis Supports Improves Educators’ Data Analyses

    Jenny Rankin, Northcentral University, United States

    The benefits of making data-informed decisions to improve learning rely on educators correctly interpreting given data. Many educators routinely misinterpret data, even at districts with proactive ... More

    pp. 962-973

  16. The digital kids technology camp: A course for teaching pre-service teachers effective technology integration

    Albert Ritzhaupt & Youngju Kang, University of Florida, United States

    This paper describes an innovative course that blends together online learning with a pre-service teacher experience in the context of a technology camp. Pre-service teachers engaged with the... More

    pp. 974-979

  17. The Digital Usage Gap: A Study On The Technology Proficiency Of Community College Students

    Heather Robinson & Christina Gilliam, University of North Texas, United States

    The original solution of the digital divide focused on providing access. While this is still relevant and critical, another area of concern has arisen within the subset of those with access. The... More

    pp. 980-985

  18. The Electronic Village Online, An Open-source, International Collaboration for Professional Development

    Sandra Rogers, University of South Alabama, United States

    For over a decade, the TESOL (Teachers of English to Speakers of Other Languages, Inc.) Computer-Assisted Language Learning Interest Section has been providing free professional development... More

    pp. 986-987

  19. The use of online platforms as instructional tools for graduate students.

    Stephen Rubin & Susan Eichenholtz, Adelphi University, United States

    For the past several years, graduate students in the Educational Leadership and Technology program and Special Education program at a private suburban university in New York have constructed... More

    pp. 988-991

  20. Mobile Classrooms or One-to-One? Does Implementation Choice Really Make a Difference?

    Suzanne Sackstein & Linda Spark, University of the Witwatersrand, South Africa

    Schools are increasingly investing in technology, yet the challenge of how best to make use of this investment to enhance teaching and learning, remains contested. Mobile Learning (mLearning) has... More

    pp. 992-998