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Society for Information Technology & Teacher Education International Conference

Mar 18, 2019

Editors

Kevin Graziano

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Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 444

  1. Practice and policy in K-12 online learning in New Zealand: What lessons are transferrable?

    Keryn Pratt, University of Otago, New Zealand; Sandra Williamson-Leadley, University of Canterbury, New Zealand

    Although online learning at the K-12 level is established internationally, most of the publications are based on North America, and the transferability of such research is not clear. This paper... More

    pp. 238-240

  2. Boosting Communication: Using Point of View (POV) Video for Students with Disabilities as a Powerful Communication Piece with Parents

    Cassidy Hall, University of Idaho Doceo Center, United States; Ricky Mullins, Eastern Kentucky University, United States; Aleksandra Hollingshead, University of Idaho, United States; Tonia Dousay, University of Idaho Doceo Center, United States

    In this paper we focus on the possibilities of a powerful means of improving communication with parents of students with disabilities by utilizing point-of-view (POV) video, specifically Pivothead ... More

    pp. 241-244

  3. Using UDL-related methods in education, teacher training, and job-development for young women with developmental disabilities in India

    Susie Gronseth, University of Houston, United States; Elizabeth Dalton, Rhode island, United States; Boris Alvarez, Irma Iglesias & Paola Vergara, Fellow Group, Chile; Jeanne Carey Ingle & Heather Pacheco-Guffrey, Bridgewater State University, United States; Debra Bauder & Katherine Cooper, University of Louisville, United States; Cindy Anderson, Roosevelt University, United States; Kevin Anderson, University of Michigan, United States; Vivian Intatano, Raja Soliman Science & Technology High School, Philippines; Peggy Semingson & Kathryn Pole, University of Texas-Arlington, United States; Kerry Armstrong, Brenda Boreham & Terri Mack, Strong Nations, Canada; Lisa Harris, Winthrop University, United States; Dave Edyburn, University of Central Florida, United States; Janet Arndt, Gordon College, United States; Britt Tatman Ferguson, National University, United States; Nili Luo, Southwestern College, United States; Lindsay Yearta, Winthrop University, United States

    Abstract Disability support in India for persons with developmental disabilities has been ignored or hidden for generations due to cultural and social pressures and beliefs. Recently, however,... More

    pp. 245-249

  4. Language Teachers’ Content-Specific Technology Integration Reflection through the Video-Embedded Reflective Inquiry Model

    Ai-Chu Elisha Ding, Ball State University, United States

    This qualitative case study explored a group of in-service language teachers’ (n=5) content-specific technology integration reflections supported by the video-embedded reflective inquiry model.... More

    pp. 250-254

  5. Building a Framework for Project Based Personalized Learning

    Brandie Shatto & Randy Hansen, University of Maryland University College, United States

    Using a mixed-methodology approach, the Building a Framework for Project Based Personalized Learning project developed a framework for creating individual learning experiences for K12 students. The... More

    pp. 255-260

  6. Building Digital Learning Culture into Pre-service Teacher Education

    Ismail Guven, Ankara University Faculty of Educational Sciences, Turkey; Yasemin Gulbahar, Ankara University, Turkey

    The purpose of this paper is to discuss the building of a new digital culture in preservice teacher education in terms of the professionalism and new digital skills expected of teachers.... More

    pp. 261-269

  7. Using Digital Tools to Increase Authenticity and Access in Performance-Based Assessment and Project-Based Learning

    Kristina Doubet & Eric Carbaugh, James Madison University, United States

    Performance-Based Assessments (PBA) and Project-Based Learning (PBL) have taken center stage as a means of encouraging and assessing deeper learning. Their emphasis on higher order thinking skills... More

    pp. 270-274

  8. Measuring K-12 Computational Thinking Concepts, Practices and Perspectives: An Examination of Current CT Assessments

    Catherine Adams, Maria Cutumisu & Chang Lu, University of Alberta, Canada

    Computational Thinking (CT) is an essential skill for K-12 students in the 21st century. Many CT assessment instruments have been implemented for students at different grade levels. However, there ... More

    pp. 275-285

  9. Girls Who Code: The Importance of Contributing to Their Future

    Lisa Baylor, Walsh University, United States

    This virtual brief paper analyzes the implementation of a collaborative project between Teacher Preparation Faculty at a private Midwestern University and girls in grades 6-8 at public schools. ... More

    pp. 286-289

  10. Design and Development of a Graduate Online Course to Prepare Teachers and School Librarians to Lead Computational Thinking in K-12 Contexts

    Kimberly Huett, University of West Georgia, United States; Bruce Neubauer, Albany State University, United States

    K-12 educators recognize the importance of broadening K-12 students’ access to computational thinking (CT), the thinking integral to using computers to aid in problem-solving. In 2016, the... More

    pp. 290-295

  11. Computational Thinking in Action: Paving the Way for Pre-service Teachers

    Nadia Jaramillo, Tyanez Jones & Brittany Sweers, Iowa State University, United States

    This paper describes the integration of computational thinking (CT) strategies in a technology integration undergraduate course for pre-service teachers in K-12. The CT strategies have been... More

    pp. 296-301

  12. Infusing Computing Through Professional Development: Shifts in Content Area Teachers’ Understandings of Computational Thinking Integration

    Robin Jocius, Jennifer Albert & Ashley Andrews, The Citadel, United States; Veronica Catete & Yihuan Dong, North Carolina State University, United States; Deepti Joshi & Richard Robinson, The Citadel, United States; Tiffany Barnes & Nicholas Lytle, North Carolina State University, United States

    The purpose of this session is to describe our implementation of a professional development model designed to support middle and secondary content area teachers in integrating computational... More

    pp. 302-305

  13. Children’s Perceptions of Participation in Programming Workshop with Their Parents

    Yukiko Maruyama, Tokai University, Japan

    The introduction of computational thinking into primary/secondary or K-12 education has been widely attempted. In Japan, programming education will be introduced into elementary school in 2020. The... More

    pp. 306-309

  14. Examining the difficulties of computational concepts and practices undergraduates encounter in an online learning environment

    Hyunchang Moon & Jongpil Cheon, Texas Tech University, United States; SunGwan Han, Gyeong-in National University of Education, Korea (South)

    The aim of this study was to determine what computational thinking (CT) concepts and practices undergraduate students struggle with and discuss how instructional interventions need to be shaped in ... More

    pp. 310-315

  15. Characteristics and Challenges of Japanese Computer Science Education in Elementary Level

    Michiyo Oda & Tatsuya Horita, Tohoku University, Japan

    The Japanese government conducted curriculum reform to integrate computer science into its informatics education and will implement it by 2020 at the elementary level. There is a growing need for... More

    pp. 316-323

  16. Applications of Computational Thinking to Solve Graph Problems

    Gerard Rambally, University of North Texas at Dallas, United States

    This paper focuses on the integration of computational thinking (CT) skills when applying graph theory to solving problems in mathematics courses in the general education core undergraduate... More

    pp. 324-329

  17. Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation

    Kathryn Rich & Aman Yadav, Michigan State University, United States

    In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science... More

    pp. 330-334

  18. A Model for Integrating Computational Thinking into an Undergraduate Preservice Teacher Education Course

    Kristina Tank & Dennis Culver, Iowa State University, United States

    Today’s computationally-rich and data-intensive world requires teachers that can navigate increasingly complex systems and information while also being able to effectively teach their students to... More

    pp. 335-340

  19. Discourse Practice of Computational Thinking

    Sasha Wang & Yu-hui Ching, Boise State University, United States; Steve Swanson, Boise State Univeristy, United States; Youngkyun Baek, Dazhi Yang & Bhaskar Chittoori, Boise State University, United States

    This paper provides a snapshot of a teacher’s discourse practice while facilitating a group of two students in a computational thinking infused robotic activity while completing a task. The... More

    pp. 341-346

  20. Integrating computational thinking in elementary classrooms: Introducing a toolkit to support teachers.

    Aman Yadav, Rachel Larimore, Kathryn Rich & Christina Schwarz, Michigan State University, United States

    Driven by the need for students to be prepared for a world driven by computation, a number of recent educational reforms in science and mathematics have called for computational thinking concepts... More

    pp. 347-350