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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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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 587

  1. Content analysis of articles published in open access and traditional access educational technology journals

    Daniel Surry, Fred Baker, Ron Morgan, EJ LeBlanc & Burt Beck, University of South Alabama, United States

    This study provided a comparative content analysis of articles published in a traditional access and an open access journal in the field of educational technology. We reviewed 416 articles, 199... More

    pp. 1462-1477

  2. MOOCs: The New EDU Imperative

    Robert Kenny, Florida Gulf Coast University, United States; Glenda Gunter, University of Central Florida, United States

    The term ‘MOOC’ is an acronym standing for a massive open online course reminiscent of the concept of Massively Multiplayer Online Role-Playing Game (MMORPG). These online courses aim at large... More

    pp. 1462-1463

  3. Effects of experience of stressful life events and stress on aggressive behavior toward student peers on the Internet and in school in Japan

    Kanae Suzuki, University of Tsukuba, Japan; Ayuchi Yamaoka, Ochanomizu University, Japan; Rui Katsura, Kawamura Gakuen Woman's University, Japan; Akira Sakamoto, Ochanomizu University, Japan; Megumi Kashibuchi, University of Tsukuba, Japan

    This study examined the effects of experience of stressful life events and stress from these events on aggressive behavior toward student peers on the Internet and in school. A questionnaire was... More

    p. 1478

  4. Multifaceted Technology-Based Algebra Instruction Versus Traditional Methods: An Achievement Comparison

    Jamie Wood & Devin Schulze, Pittsburg State University, United States

    This presentation demonstrates the method and results of a study designed to determine if a new technology-based system of high school algebra instruction would produce significantly higher... More

    pp. 1479-1481

  5. Beliefs and Attitudes towards Technology in a Jewish Day-School Setting

    Missy Ball, Georgia State University, United States; Laurie Dias, Kennesaw State University, United States

    Although technology is often promoted as a catalyst for education, research conducted in public school settings indicates constrictions such as technology access, limited time, testing pressures... More

    pp. 1482-1489

  6. Tools, Tasks, and Strategies: Multimedia Education in a Mobile World

    Brian Giza, University of Texas at El Paso, United States

    The Tools, Tasks, and Strategies (TTS) Framework for integrating technology in classrooms provides educators with procedures for considering and evaluating the various components of a technology... More

    pp. 1490-1495

  7. Social Networking: Developing Guidelines for Bringing Social Media into the School Environment

    Helen McBride & Joan Henley, Arkansas State University, United States

    This paper reports the findings of a survey of 430 in-service teachers in graduate level educational leadership courses in a state university to determine the extent to which schools had social... More

    pp. 1496-1499

  8. Leading Through Changing Times: Breaking Down Barriers to Get Results - A Rural School District's Successful iPad Project

    Cindy Orr, Northwest Nazarene University, United States

    In the beginning, I had a dream. It was to provide a 1:1 device for every student at Highland School District and have that technology be used as a tool and not an add-on. While it is a work in... More

    pp. 1500-1505

  9. Measuring Technologies Value to Learning

    David Whittier, Boston University School of Education, United States

    Measuring Technologies Value to Learning (MTVL) is a new survey instrument designed to collect data on the value learners place in a self-assessment of technologies and in some cases, the processes... More

    pp. 1506-1511

  10. Preparing for and Thriving in K-12 Online/Blended Teaching Contexts

    Leanna Archambault, Arizona State University, United States; Keryn Pratt, University of Otago, New Zealand; Michael Barbour, Sacred Heart University, United States

    This panel will bring together leading experts to explore the research related to teaching roles in K-12 online and blended learning and the policies influencing teacher preparation for online... More

    pp. 1512-1514

  11. Any Time, Any Place, Any Pace? Exploring Virtual Students Perceptions of Mobile Learning

    Michael Barbour, Sacred Heart University, United States; Tamme Quinn Grzebyk, Wayne State University, United States; John Eye, Southern Utah University, United States

    Over the past decade, the number of K-12 students engaged in online learning has increased from 50,000 to more than two million. Students have also gained increased access to mobile devices... More

    pp. 1515-1520

  12. Multiple Roles of the Teacher in the K-12 Online Learning Environment: Cautions for Teacher Education

    Michael Barbour, Sacred Heart University, United States

    While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. This proposal provides a... More

    pp. 1521-1526

  13. “Shepherding” at an Online Charter High School

    Jered Borup, George Mason University, United States; Jeff Drysdale, Brigham Young university, United States; Charles Graham, Brigham Young University, United States

    This descriptive case study examined an online facilitating program at an online charter high school. Each teacher at the school acted as a facilitator for 20-25 students who were drafted by... More

    pp. 1527-1533

  14. Factors Influencing Teacher Satisfaction at an Online Charter School

    Jered Borup & Mark Stevens, George Mason University, United States

    The need for qualified teachers is increasing as teachers from the baby boom generation retire and student population grows. This need is especially heightened for online learning as student... More

    pp. 1534-1541

  15. Online Foreign Language Teaching – Principles and Implications for Instructional Design

    Tsan-Jui Cheng & Ellen Meier, Teachers College, Columbia University, United States

    For foreign language courses to thrive in the online world, instructional design plays an instrumental role. In the current study, the instructional design principles adopted by online foreign... More

    pp. 1542-1544

  16. Panel on Research in the K-12 Online Learning Environments

    Kathryn Kennedy, Michigan Virtual Learning Research Institute, United States; Susan Lowes, Teachers College, Columbia University, United States; Kristen DeBruler & Joseph Freidhoff, Michigan Virtual Learning Research Institute, United States; Peiyi Lin, Teachers College, Columbia University, United States

    This panel will delve into the research dealing with K-12 online and blended learning. Kennedy will present a qualitative study on blended teaching as well as a case study of teacher education... More

    pp. 1545-1546

  17. Supporting virtual schooling: A framework for reflection

    Keryn Pratt, University of Otago, New Zealand

    This roundtable will explore a framework for reflection being developed to be used by learners, teachers, and those involved in providing support to students involved in virtual schooling in New... More

    pp. 1547-1549

  18. Improving Online Student Success through Comics

    Kari Richards & Min Lun Wu, Michigan State University, United States

    Having more student-centered online classrooms can facilitate learning and provide better classroom environments. This best practices session will describe the process of creating student-centered... More

    p. 1550

  19. Applying the ESPRI to K-12 Blended Learning

    Jason Siko, Grand Valley State University, United States

    Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses,... More

    pp. 1551-1555

  20. Blended Learning from the Perspective of Parents and Students

    Jason Siko, Grand Valley State University, United States; Michael Barbour, Sacred Heart University, United States

    This study examined the perceptions of parents and students enrolled in their first blended learning class. Online surveys at the end of the experience were administered. Both the students and... More

    pp. 1556-1560