Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 370
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A Lot-Bit Kits: The Impact of Little Bit Kits on the Creativity of Pre-Service Teachers
Timothy Hinchman, Midwestern State University, United States
The primary objective of this research was to determine the level of creativity displayed by pre-service teachers and elementary students when exposed to Little Bit Kits stem products. The study... More
pp. 1287-1288
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Closed Captioning: Investigating the Type of Constraints that Influence Creativity in Young Pre-service Teachers
Timothy Hinchman, Midwestern State University, United States
This quantitative quasi-experimental study examined differences in mean of a New Yorker Magazine cartoon caption ratings among young pre-service teachers at a public university in the Midwest.... More
pp. 1289-1297
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Profile of an Innovator: A Delphi Study to Surface Key Characteristics for Innovative Educators
Mark Hofer, William and Mary, United States; Kelly Leffel, William & Mary, United States; David Slykhuis, University of Northern Colorado, United States
As the context of K-12 education changes, as new technologies emerge, and as we increasingly focus on student-centered learning, there is need to understand how best to catalyze and lead innovation... More
pp. 1298-1303
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Gaining “Empathy” for the Online Learner with Instructional Design and Design Thinking Strategies (V)
Alicia Johnson, Virginia Polytechnic Institute and State University, United States; Miguel "Miko" Nino, University of North Carolina Pembroke, United States
Online instruction is a skill that is developed over time. It’s not an “automatic” skill for teachers and designing courses for online learners cannot be assumed to be the same as designing for in-... More
pp. 1304-1308
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Reverse Engineering for Career Development
Serena Pontinela & Kristi Berg, Minot State University, United States
Reverse engineering methods were applied by business students on a career development project preparing them to enter the workforce with realistic knowledge by identifying their future, desired... More
pp. 1309-1310
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Reimagining school post COVID: The design and implementation of an online collaborative design studio
Jennifer Stein, Brandon Yuhas & Punya Mishra, Arizona State University, United States
The COVID-19 pandemic has had a significant impact on educational systems across the world, with the sudden shift to online learning in spring 2020 that affected over 84% of the world student... More
pp. 1311-1315
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Applying Hidden Gaming Eggs as part of Postsecondary Culturally Responsive Online Curricular Transformation
EJ Summers, Cedric Scott, Danielle McEwen, Angela Leibold & Sajjad Mahdavivand Fard, Texas State University, United States
Our paper focused on what we learned from eight semesters of online course data applying the gaming concept of hidden eggs to asynchronous aspects of postsecondary instruction as part of a course... More
pp. 1316-1320
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Creativity in Classrooms 2022: Field-Tested Best Practices
Daniel A. Tillman, The University of Texas at El Paso, United States; Danah Henriksen, Arizona State University, United States; John Lee, North Carolina State University, United States; David Slykhuis, University of Northern Colorado, United States; Thomas J. Soto, William Beaumont Army Medical Center, United States
This panel discussion brings together experts on the topic of “Creativity in Classrooms 2022: Field-Tested Best Practices” including a wide array of educational technology researchers from... More
pp. 1321-1322
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Designing an Educational Makerspace
Daniel A. Tillman, The University of Texas at El Paso, United States
This workshop is for anyone interested in designing an educational makerspace, or helping someone else design an educational makerspace. The workshop content will cover all necessary fundamentals... More
pp. 1323-1326
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Mixing It Up: Technology Integration Through Creative Learning Design
Melissa Warr, Alisha Butler & Tracey Hatfield, University of Louisiana Monroe, United States
In this paper, we share a process for creative learning design with technology. The process draws on combinatorial creativity and backwards design to support creative uses of technologies. After... More
pp. 1327-1331
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Challenging Individualism in Educational Technology: Constructing Ourselves through Collective Digital Authoring
Ricardo Martinez, University of Nebraska-Lincoln, United States; Benjamin Gleason, Iowa State University, United States
This study with future secondary teachers provides an example of digital authoring and storytelling that emphasizes collective knowledge creation. Rooted in interconnectedness the activity provides... More
pp. 1332-1337
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Integrating Computer Science and Coding in Early Childhood Education: Preservice Teachers’ Perspectives
Fatih Ari, Ismahan Arslan-Ari & Lucas Vasconcelos, University of South Carolina, United States
This study explored early childhood preservice teachers’ perceptions of computer science, coding in early childhood education, and gender stereotypes in computer science. Findings showed that the... More
pp. 1338-1340
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Scaffolding Iterative Reflexive Experiences of Early Childhood Preservice Teachers with a Web-Based Video Annotation Platform to Document Primary Source Inquiry
Ilene Berson & Michael Berson, University of South Florida, United States
Meaningful integration of digitized primary resources into teaching and learning in the early childhood classroom may promote young children’s multiliteracies as they explore informational texts,... More
pp. 1341-1345
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Elementary Teacher Preparation and Scientist Perceptions and Beliefs
Katherine Dabney, Virginia Commonwealth University, United States
Teachers influence students’ dispositions towards science; therefore, it is important to consider elementary teachers’ perception and beliefs of scientists as a factor in science education. This... More
pp. 1346-1349
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The Importance of Assistive Technology and Social Emotional Development in Preschool
Jennifer Hamilton & Julie O'Malley, Marshall University, United States
Self-regulation and recognizing emotions are two important skills many children learn easily during their preschool and early childhood years. These basic skills are built upon to include other... More
pp. 1350-1354
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Who Gets to Play with the Robot? Examining CS Education Tangibles and Accessibility
Caroline Hardin, Western Washington University, United States; Parama Chaudhuri, Indiana University, Bloomington, United States; Yasmine Elglaly, Western Washington University, United States
As computer science plays a crucial role in our technology connected world, many school districts now require their K12 schools to provide at least some curriculum on CS or computational thinking... More
pp. 1355-1364
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Integrating Math and Engineering Content in K-2 Instruction
Lauren Menard, Grand Canyon University, United States
The integration of Science, Technology, Math, and Engineering in the early childhood curriculum is a hot educational topic. Providing engineering activities for young learners promotes higher... More
pp. 1365-1371
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Impact of Rubric Guided Lesson Analysis on Preservice Teachers’ Competency With Remote K-3 STEAM Instruction
Dina Rosen, Kean University, United States; Arlene Bloom, New Jersey City University, United States
Intense pressure to meet accountability goals in mathematics and language arts have resulted in reducing the time teachers spend on teaching science in the early childhood grades. Remote learning... More
pp. 1372-1377
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Preservice Teachers’ Conceptualizations of Media Literacy, Digital Citizenship, and their Relationship
Brandon Haskey-Valerius, Hillary Gould & Sam von Gillern, University of Missouri, United States
This case study examines preservice teachers’ perspectives on digital citizenship, media literacy, and how they relate to each other in the context of the elementary English language arts classroom... More
pp. 1378-1383
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Examining Preservice Teachers’ Reflective Practices within and across a Scaffolded Series of Video Analysis Tasks
Sara Kajder & Jamie Hogan, The University of Georgia, United States
In this study, we examine preservice teachers’ levels of reflective practice as demonstrated across a series of video analysis tasks completed within a year-long student teaching placement. ... More
pp. 1384-1390