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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022


Elizabeth Langran

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Table of Contents

This conference has 6 award papers. Show award papers

Number of papers: 370

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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