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Society for Information Technology & Teacher Education International Conference

Apr 07, 2020


Denise Schmidt-Crawford

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Table of Contents

This conference has 5 award papers. Show award papers

Number of papers: 329

  1. (How) Do They Bring Computer Science to Everyone? Pre-Service Computer Science Teacher Programs in Germany and in the USA

    Bernhard Standl, Karlsruhe University of Education, Germany; Jennifer Rosato, The College of St. Scholastica, United States; Anne Leftwich, Indiana University Bloomington, United States; Vincenzo Fragapane, Karlsruhe University of Education, Germany

    K-12 computer science education is critical to increase the computer science pipeline, as well as educate the next generation in the use of computers and its applications. To support the diffusion ... More

    pp. 631-637

  2. A Robot-Assisted Learning Application for Nonverbal Cultural Communication and Second Language Practice

    Paul Wallace, Appalachian State University, United States

    This paper provides an overview of a proof of concept project to utilize interactive humanoid robots as social partners and peer tutors in study abroad preparation for students traveling to Japan. ... More

    pp. 638-643

  3. Practice of Narrative Approach using e-learning in Cross-Cultural Understanding Education

    Yohei Yamamoto, KIBI Inc., Japan

    In terms of supporting the international students in Japan who would like to work at Japanese companies, the supporting programs focused on business manner, interview simulation, how to write the... More

    pp. 644-650

  4. A Comparative Study of School Principal Experiences: Recontextualization of Best American School Principals of Using Technology in China

    Wei Zhang, Western Michigan University, United States; Tetyana Koshmanova, Department of Teaching, Learning, and Educational Studies, Western Michigan University, United States

    This study explores the experiences of school principals in China and the United States and how they raise the quality of education and navigate their role as a school principal. It will also... More

    pp. 651-656

  5. The effects of using digital literacy in the elementary classroom

    Adel Al-Bataineh, Chelsea Batty, Molly Maubach & Justin Steve, Illinois State University, United States

    The purpose of this mixed methods study was to determine the effectiveness of digital literacy in the elementary classroom. Researchers measured student growth and performance due to the effects of... More

    pp. 657-663

  6. Exploring Blended Learning Perceptions Among International Secondary Educators

    Leanna Archambault & Medha Dalal, Arizona State University, United States

    This study examined the perceptions and readiness of international secondary school teachers regarding blended teaching. Situated in the context of a teacher exchange initiative under the Fulbright... More

    pp. 664-669

  7. Culturally Responsive Teaching Toolbox

    Letitia Bergantz & Mark Gale, Athens State University, United States

    21st Century teachers face challenges across disciplines in the acquisition of communication and technology skills. Teachers are tasked with added roles: resource provider, instructional specialist... More

    pp. 670-673

  8. How and Why Educators use HyperDocs: What Teacher Educators Should Know

    Tim Green, California State University, Fullerton, United States; Torrey Trust, University of Massachusetts Amherst, United States; Jeff Carpenter, Elon University, United States

    HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. Currently, published, peer-reviewed research on HyperDocs does not exist. To... More

    pp. 674-676

  9. Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning

    Dawn Hathaway & Tareque Mehdi, George Mason University, United States

    As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view... More

    pp. 677-684

  10. Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature

    Brianne Jackson & W. Monty Jones, Virginia Commonwealth University, United States

    K12 online learning demographics are changing as the modality is being embraced nationwide. As this student population changes, the way in which research examines the experiences of these students ... More

    pp. 685-692

  11. Supporting student success through predictive analytics: Preparing to intervene

    Kerry Rice & Andy Hung, Boise State University, United States

    Researchers will present findings from a series of three data mining studies designed to test the accuracy and power of differing Educational Data Mining, Machine, and Deep Learning methods. The... More

    pp. 693-697

  12. A Review of Online Computer Science Learning Environments for High School Students

    Christopher Smith & Lorraine Jacques, Louisiana Tech University, United States

    Most high schools in the US do not offer a computer science course. For students who want to learn independently, there are several online learning environments for them to choose from, but which... More

    pp. 698-703

  13. Research on the Application of E-schoolbag from Four-year Data

    Ying Xu, East China Normal University, China

    In recent years, with the rapid development of mobile Internet technology, personalized learning and digital learning environment are popularized. As an important carrier, E-schoolbag has received ... More

    pp. 704-713

  14. Applying Location-aware Mobile Apps to Support EFL Writing Instruction: Student Perceptions

    Cheng-Ting Chen, Chung Yuan Christian University, Taiwan; Shiou-Wen Yeh, National Chiao-Tung University, Taiwan

    Among the emerging MALL (Mobile-assisted Language Learning) applications, location-aware technology with geo-spatial tagging ability to link a word, phrase, or image to a particular physical... More

    pp. 714-717

  15. Microlearning in E-Learning: Best Practices and Future Trends

    Emily Eden, Anthony Latorre & Wei-Fan Chen, The Pennsylvania State University, United States

    This virtual presentation considers microlearning in the context of e-learning as a tool for use across various settings in which furthering education is a desired goal. The best application of... More

    pp. 718-723

  16. Preservice Teacher Noticing and Perceptual Capacity with 360 Video and VR Headsets

    Richard E. Ferdig, Enrico Gandolfi & Karl W. Kosko, Kent State University, United States

    The use of video is prevalent in teacher education. it has been shown to be successful in varied content areas, with multiple contexts, and for differing audiences. Even with its successes, there ... More

    pp. 724-726

  17. The effectiveness of the blended learning approach on digital literacy of middle school students with different daily Internet usage patterns

    Hsiao-Ping Hsu, School of STEM Education, Innovation & Global Studies, Dublin City University, Ireland; Joan Hughes, Department of Curriculum and Instruction, The University of Texas at Austin, United States

    This study examined changes to middle school students’ digital literacy after engagement in a blended, technology-rich, project-based learning (BTP) environment. Guided by the social constructivist... More

    pp. 727-734

  18. AI in Teacher Education

    Elizabeth Langran, Marymount University, United States; Michael Searson, Likeda Educational Technology Group, United States; Gerald Knezek & Rhonda Christensen, University of North Texas, United States

    This session will be a conversation with participants regarding the work begun at the 2019 National Technology Leadership Summit on AI in Teacher Education. There is a recognition that AI is... More

    pp. 735-740

  19. Making Engagement Visible: Analyzing Online Discussion with Dyadic Interaction Patterns

    Hon Jie Teo, New York City College of Technology, United States; Vinod Lohani, Virginia Tech, United States

    The integration of online discussion forums into coursework has been found to promote student collaboration, higher order thinking skills and engage learners in meaningful learning. In particular, ... More

    pp. 741-745

  20. Evaluation Critique of Socrative Program as a Learning Tool

    Reem Almazyad & Meshael Alqarawy, University of North Texas, Saudi Arabia

    This paper is describing Socrative game as a learning tool. It mentioned what type of learning might occur by using Socrative. It clarifies the context that is possible to apply Socrative.... More

    pp. 746-750