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Society for Information Technology & Teacher Education International Conference

Apr 07, 2020

Editors

Denise Schmidt-Crawford

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Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 329

  1. Panel: X+R=Learning! (Or does it?)

    Mike Searson, Shanghai Likeda Educational Technology Group, United States; Chris Penny & Jordan Schugar, West Chester University, United States; Maofa Huang, Peking University New Century School-Wenzhou, China

    In reality (pun intended), AR, VR, Mixed Realities and so on have been around for many years. While they have had a clear impact on the fields of entertainment, commerce and scientific exploration,... More

    pp. 1024-1027

  2. Developing a blended course in Extended Reality in Education for pre-service teachers

    Asimoula Valai, Amy Updegraff, Zhengzheng Xu & Evrim Baran, Iowa State University, United States

    Extended Reality applications like VR and AR can make the process of explaining complicated concepts less challenging by adding interactive audio and visual elements in instruction. Pre-service... More

    pp. 1028-1029

  3. Constructing an Immersive VR Engineering Lab Training Environment

    Xinhao Xu & Fang Wang, University of Missouri-Columbia, United States

    In this preliminary study, we aim to design a VR-enabled training environment that offers college students an immersive learning experience in engineering lab training. We follow the theoretical... More

    pp. 1030-1035

  4. A Smartwatch-Based System for Students Sensor Data Collection: A Trial of Use and Study on Analysis

    Takahiro Tagawa, Kyushu University, Japan; Osamu Yamakawa, Fukui Prefectural University, Japan

    We planned the utilization of smartwatches to monitor students’ activities and mental status in classroom using accelerometer sensor and heart rate sensor built in the device. As the first step, we... More

    pp. 1036-1040

  5. A Mixed Method Study of Nigerian Teacher Educators’ Attitudes and Use of Instructional and Web-Based Technologies in Teacher Preparation Programs

    Abdulsalami Ibrahim, Millersville University, United States

    Over the years, developing countries have experience a tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes ... More

    pp. 1041-1046

  6. Pre-service Teachers’ Perception of the simSchool in Teachers Preparation: Obafemi Awolowo University, Ile Ife as a Pilot

    Temitope Oteyola, Adeola Egbedokun & Itunu Akande, Obafemi Awolowo University, Ile Ife, Nigeria

    According to UNESCO, sub-Saharan Africa has the highest rate of education exclusion in the world and the largest need for new teachers. The region will require 17 million primary and secondary... More

    pp. 1047-1057

  7. The Integration of Theory of Change and Narrative Assessment to Evaluate Educational Intervention

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

    Theory of change illustrates how and why the desired change is expected to happen in a specific context. Theory of change selects the possible outcomes in order to determine what type of... More

    pp. 1058-1060

  8. Middle School Teachers’ Perspectives and Experiences on Developing Formative Assessments During Professional Development on a Computer Science Curriculum

    Nonye Alozie, SRI International, United States; Jennifer Knudsen, TERC, United States

    Computer science teachers are in need of new ways to create assessments that can measure the extent to which students are able to put core computer science concepts into practice. We explore... More

    pp. 1061-1067

  9. Three Models of Integrated Assessment

    James Bernauer, George Semich & Nathan Taylor, Robert Morris University, United States

    Integrated Assessment is a concept that views assessment as a component of instruction rather than primarily as a way to assign grades. It combines the traditional concepts of formative and... More

    pp. 1068-1078

  10. Digital Storytelling: The Course is the Chapter

    Larry Ferguson, Norfolk Sate University, United States; Denelle Wallace, Norfolk State University, United States

    Digital Storytelling: The Course Is A Chapter is the second installment of a trilogy where a course initially evolves into a story, then into a chapter, and finally the academic program evolves... More

    pp. 1079-1080

  11. Planning to Succeed with Digital Portfolios

    Barbara Hall & Miranda Regnitz, Northcentral University, United States

    Portfolios are most effective when you build them over time with careful, intentional selection of artifacts and reflection about the learning process and subsequent skills developed in creating... More

    pp. 1081-1089

  12. Factors that Contribute to ePortfolio Persistence in an Online Program

    Dwayne Harapnuik & Tilisa Thibodeaux, Lamar University, Canada

    This study examined the factors that contributed to ePortfolio persistence in an online program from data collected in both 2016 and 2018. A myriad of research points to learning portfolios as... More

    pp. 1090-1095

  13. Preparing Teacher Education Students to Assess Technology-Integrated Teaching and Learning

    Leping Liu & Li-Ting Chen, University of Nevada, Reno, United States

    With rapidly-developed technology and media available for students and educators, the technology-integrated teaching and learning become more diverse and in a framework of dynamic learning.... More

    pp. 1096-1100

  14. Classroom Observation Research Based on S-T Analysis

    Qian Wang, East China Normal University, China

    In order to improve the quality of classroom teaching, we should continue to carry out teaching evaluation and research. How to analyze the classroom teaching, this paper puts forward a... More

    pp. 1101-1106

  15. Exploring the Potential for Assistive Technology Use with Speech-Language Education: A Presentation to Introduce a Mixed-Methods Pilot Study

    Aubrey Statti & Kelly Torres, The Chicago School of Professional Psychology, United States

    This presentation seeks to provide a comprehensive introduction to a pilot study aimed at collecting data regarding the use of assistive technology in speech-language K-12 education. In order to... More

    pp. 1107-1111

  16. Embracing Failure as a Stepping Stone in the Learning Process

    Christopher Fornaro, Drexel University, United States

    Formative assessment that focuses on ill-defined problems enables students to build skills and processes to tackle challenging summative assessments. Students should be given class time to... More

    pp. 1112-1116

  17. Trashbots: Coding with creativity in a middle grades computer science camp

    Chad Harris, Bingham Academy High School, United States; Tonia A Dousay & Cassidy Hall, University of Idaho, United States; Sidharth Srinivasan & Rohit Srinivasan, Trashbots, United States

    The difficulty in teaching computational thinking lies in both the attitudes and knowledge of relevant learning strategies held by teachers. A lack of consensus around strategies to teach... More

    pp. 1117-1120

  18. STEAMED UP: A Mixed Methods Creativity Evaluation

    Timothy Hinchman & Dittika Gupta, Midwestern State University, United States

    There were two purposes of this project: examine elementary students' and pre-service teachers' creativity when exposed to project-based learning incorporating science, technology, arts,... More

    pp. 1121-1127

  19. The Use of an App to Complete a Blues Song Composition Assignment in an Online Undergraduate Music Course for Non-Majors

    Dan Keast, The University of Texas Permian Basin, United States

    http://site.aace.org/conf/ This study investigated the results of an app created for an undergraduate online general education music course to improve success for a Blues song composition... More

    pp. 1128-1133

  20. Learning by Means of Holograms

    Adil Khan, Scott Mavers & Mark Osborne, University of North Texas, United States

    Abstract: In the future, hologram technology might support the learning process as it produces a three-dimensional (3D) picture. The 360° holographic display produces holographic images that can ... More

    pp. 1134-1139