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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022

Editors

Elizabeth Langran

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Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 371

  1. A Course Curriculum for Immersive Teaching and Learning in Initial Teacher Education

    Andreas Dengel, University of Frankfurt, Germany; David Fernes, Goethe University Frankfurt, Germany

    Research on the use of media like Virtual Reality and Augmented Reality in the classroom shows evidence that immersive technology holds a huge potential for K-12 education. Accordingly, teachers... More

    pp. 1149-1156

  2. Using Augmented Reality for Students with Reading Comprehension Disabilities: An Experimental Pretest Posttest Design

    Ragia Hassan, Indiana University of Pennsylvania, United States

    The presentation describes a study designed to investigate the effectiveness of Augmented reality reading materials on 7th & 8th-grade students with reading comprehension disabilities. Flow Theory ... More

    pp. 1157-1163

  3. Teachers’ Experiences during the Early Pandemic Years: Twitter has a Role to Play in Telling the Story

    Beverly Ray & Esther Ntuli, Idaho State University, United States

    Research examined teachers’ use of social media during the early months of the COVID-19 pandemic. Further, the research sought to identify themes and sub-themes associated with the emergence and... More

    pp. 1164-1170

  4. Virtual Reality Education Research: The Development Vein and Bottleneck

    Cao Weina, East China Normal University, China

    As a popular educational technology, virtual reality technology has been listed as one of the technological development trends in education by Horizon Report for many times. With the development of... More

    pp. 1171-1175

  5. Do Distance Education Students Take More Classes During The COVID-19 Pandemic

    David Batts, Carolyn Dunn & Gabrielle Horne, East Carolina University, United States

    This paper discusses the relationship between an online bachelor’s degree and the effects of Covid-19 and the pandemic on course enrollment at East Carolina University (ECU). This paper examines... More

    pp. 1176-1179

  6. Effectively Preparing Preservice Teachers by Intentionally Integrating Learning Science Content Across a Teacher Preparation Program

    Natalie Bolton, University of Missouri-St. Louis, College of Education, United States

    Six principles related to cognitive science research were intentionally embedded across an urban midwestern university’s teacher preparation programs and assessed from spring 2020 to spring 2021... More

    pp. 1180-1190

  7. Moving a Step Beyond Technology Enhanced Traditionalism: Examining Practical Technology Applications in the College Classroom

    Elizabeth Dotson-Shupe & Ricky Mullins, The University of Virginia's College at Wise, United States

    In this paper, we examine different aspects of implementing technology in the college classroom. To do this, we describe two projects that we developed that involved the use of augmented reality,... More

    pp. 1191-1195

  8. Does Instructor Voice Matter? An Investigation of Instructor Narrated Evaluation in Preservice Teacher Education

    Erik Kormos, Ashland University, United States; Adam Morgan, Columbus School, Colombia

    Learning management systems (LMS) provide higher education faculty multiple opportunities to provide feedback on preservice teacher lesson planning in engaging, personalized formats. This pilot... More

    pp. 1196-1201

  9. Reimagining ePortfolios as a Tool for Deep Reflection and Marketing Oneself

    Kristie Oates, Christian Ward & Mark Rodriguez, California State University, Sacramento, United States

    It is generally accepted that people pursue advanced degrees for enhancement of knowledge in a specific field, to contribute to the body of research in the field of interest and to become more... More

    pp. 1202-1206

  10. The Digital Learning Portfolio: A Pedagogical Tool to Foster Reflective Practice

    Diana Petrarca & Yvette Samaha, Ontario Tech University (University of Ontario Institute of Technology), Canada

    This paper describes how one pre-service teacher education program incorporates the use of a digital learning portfolio (DLP) to not only help teacher candidates (i.e., students in pre-service... More

    pp. 1207-1215

  11. A review of Standardized Testing and its relevance to public education.

    Johnny Salinas & Cassia Guajardo, The University of Texas Rio Grande Valley, United States

    In this paper, we seek to understand the complexity of standardized testing while promoting the inclusion of cultural representation within the current curriculum and effects. In the past decades... More

    pp. 1216-1221

  12. Digital Application Literacy

    LeAnne Schmidt, Central Michigan University, United States

    Research suggests that students who are assessed on a topic using a digital application and are later assessed on a unique topic at a later date show overall and baseline improvement, which... More

    pp. 1222-1230

  13. A Study on Chinese STEM Teachers Assessment Literacy

    Cong Shen, East China Normal University, China

    Since the measurement in previous research for teachers’ assessment literacy(AL) lacks performance data, a questionnaire and an in-depth interview framework were designed to comprehensively... More

    pp. 1231-1234

  14. Impact of Micro-Teaching Rehearsals (MTR) with digital video (DV) on Pre-Service Teacher’s Performance in Teaching Practice

    Guy Trainin, University of Nebraska Lincoln TLTE, United States; Japhet Okundate, Adeniran Ogunsanya College of Education, Lagos, Nigeria

    This study examines the impact of technology enhanced micro-teaching on preservice teachers (PSTs) classroom performance in Nigeria. Learning the craft of teaching has gone beyond the mere... More

    pp. 1235-1240

  15. A Self-Directed Development Framework for Online Learning and Assessment

    Joseph Woodside, Stetson University, United States

    Problem Introduction: Online learning and digitization of education have reached an inflection point following an accelerated shift through the COVID-19 pandemic, with nearly three-quarters of... More

    pp. 1241-1246

  16. Teachers' Data Literacy Evaluation Practice: A review of recent research

    Shuting Yang, Shuyun Zhou & Yangziqi Zhang, East China Normal University, China

    The advent of the era of big data has put forward new requirements for teachers' professional abilities. Teachers need to have data literacy to make reasonable educational decisions. Evaluation is ... More

    pp. 1247-1256

  17. Lights, Camera, Action! Creating and posting effective educational videos for synchronous and asynchronous math classes.

    Arthur Migala, Dallas College, United States

    Through the development of technology, the educational uses of the television have changed from a static box to a dynamic educational median video. Today, most LMSs provide supplemental learning... More

    pp. 1257-1261

  18. Fostering Design Thinking Traits of Empathy and Ideation through Team Negotiations in a Graduate-level Instructional Design Education Course

    William Cain, University of Wyoming, United States; Danah Henriksen, Arizona State University, United States

    The following design case describes a course model for fostering designerly mindset traits of empathy and ideation for graduate-level instructional design education. The course model features... More

    pp. 1262-1265

  19. Exceeding the “New Normal”: Digitally Enhanced Learning in K-12 Classrooms

    Spencer Clark & Lotta Larson, Kansas State University, United States

    With the advent of the 21st century, much attention was given to 21st century skills and preparing students for their futures. Teachers gradually changed instruction and integrated digital tools.... More

    pp. 1266-1284

  20. Designing for Systems Change: Learning Best Practices from Two Online Education Courses

    Danah Henriksen & Punya Mishra, Arizona State University, United States

    A problem of practice is a complex but actionable issue that emerges in a professional’s sphere of work. Such problems are unlikely to have one right or wrong solution (City et al., 2009). Problems... More

    pp. 1285-1286