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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. CARE: Developing Plausible Reasoning and Proof Within a Technologically Enhanced Mathematics Classroom.

    Michael Connell, University of Houston-Downtown, United States

    This paper addresses pedagogical considerations for successful development of plausible reasoning and proof within a technologically enhanced mathematics classroom. One such approach developed in ... More

    pp. 1515-1523

  2. Impact of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students

    Rashmi Khazanchi, Open University of the Netherlands, United States; Daniele Di Mitri, DIPF | Leibniz Institute for Research and Information in Education, Germany; Hendrik Drachsler, Open University of the Netherlands, Netherlands

    The educational landscape has changed considerably in the past decade. The focus has shifted from using traditional teaching methods to integrating technology in today’s curricula. Much of the... More

    pp. 1524-1534

  3. Teaching with Elementary Mathematics Manipulatives: Best Practices for In-Person and Online Achievement

    Lesia Lennex & Dorian Cook, Morehead State University, United States

    In what way(s) do manipulatives affect the learning process? Which manipulatives may be most appropriate for online learning? To answer these questions, an Undergraduate Research Fellow (URF)... More

    pp. 1535-1539

  4. The Promising Practices of Technology Integration in Teaching and Learning: The Case Study of a Charter High School

    Bobby Ojose, University of the West, United States

    Abstract: This study was intended to uncover the promising practices associated with technology integration, especially as they pertain to instruction of mathematics and science at the Center for... More

    pp. 1540-1548

  5. Preservice Teachers’ Beliefs and Awareness about Design Features and Academic Language Features When Choosing and Evaluating Digital Math Games for English Language Learners

    Allison Roxburgh & Patricia Moyer-Packenham, Utah State University, United States

    The purpose of this study was to examine preservice teachers’ beliefs and awareness about design features and academic language features when choosing and evaluating digital math games for English ... More

    pp. 1549-1558

  6. Transformative Technology for Equity-centered Instruction

    Jennifer Suh, Kate Roscioli, Kim Leong & Holly Tate, George Mason University, United States

    This paper documents the evolution of the Equity-Centered Transformative Technology (EqTtech) Lesson Analysis Tool developed for teachers to analyze how emerging technology can be used to have a... More

    pp. 1559-1567

  7. Analysis of factors that can positively influence the learning of first-year university mathematics through an online social media whatsapp group

    Simon A Tachie, North-West University, Potchefstroom campus, South Africa; Daniel Ofori-Kusi, University of the Free State, South Africa

    The current study takes a critical look at how the potential use of an online social media WhatsApp group can contribute positively to mathematics score performance of first-year, under-prepared... More

    pp. 1568-1573

  8. Supporting Secondary Mathematics Preservice Teachers in Implementing Digital Technologies

    Aaron David Trocki, Elon University, United States

    This paper reports on the curricular design and effectiveness of two projects in a technology for teaching secondary mathematics course. Projects aligned to state content standards and infused... More

    pp. 1574-1579

  9. How Teachers Can Help Students Grow a Growth Mindset, Even When School Is Not in Session

    Carla van de Sande & Jana Vandenberg, Arizona State University, United States

    Teachers can have a significant and lasting impact on their students in the classroom. In particular, they can establish classroom practices that help students develop a positive mindset so that... More

    pp. 1580-1589

  10. Supporting Geometry Learning Digitally - An Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities

    Felix Winkelnkemper, Paderborn University, Germany; Tobias Huhmann, Pädagogische Hochschule Weingarten, Germany; Dominik Bechinie & Katja Eilerts, Humboldt University Berlin, Germany; Michael Lenke & Carsten Schulte, Paderborn University, Germany

    In this paper, an app to support geometry learning is presented with focus on the value of the interdisciplinary development for the app and the design science research approach used. An... More

    pp. 1590-1596

  11. Cirque du STEM: Introducing preservice science teachers to value-based professional development

    Tonia A. Dousay, University of Idaho, United States

    Fostering an appreciation for lifelong learning begins with preservice teacher education. This is the stage of professional development with the greatest potential to change initial frames of... More

    pp. 1597-1602

  12. Getting Your Feet WET from Afar: Reimagining Secondary Science Methods for Distance Teaching and Learning

    Jim Ekins, University of Idaho Extension Water Outreach, United States; Tonia A. Dousay, University of Idaho, United States; Cindy Busche, Boise WaterShed Environmental Education Center, United States; Chloe Doucette, Museum of Idaho, United States

    The COVID-19 pandemic brought unique challenges to teacher education, reducing access to traditional clinical experiences for preservice teachers. Unfortunately, teacher education, at large, and... More

    pp. 1603-1612

  13. Fifth-Grade Students’ Feedback Related to Hands-on Science Experiments and Learning Activities During COVID 19 Distance Learning

    Pascale Creek Pinner, Hilo Middle School, United States; Jan Ray, University of Hawaii at Hilo, United States

    Ninety-five fifth-grade students from five elementary schools on Hawaii Island participated in hands-on experiments and learning activities at a distance during the COVID 19 pandemic through the... More

    pp. 1613-1620

  14. A Narrowing of the CS Knowledge and Confidence Gap in High School Students by Gender

    Yolanda Reimer, University of Montana, United States; Michael Coe, Cedar Lake Research Group, LLC, United States

    The field of computer science continues to be dominated by men despite focused attempts to encourage more participation by women. We suggest that by working to raise the confidence of students in... More

    pp. 1621-1626

  15. Quantitative and Qualitative Indicators of Student Interest in STEM Careers

    Janetta Robins Boone & Anila Das, University of North Texas, United States; Ottavia Trevisan, University of Padova, Italy; Gerald Knezek & Rhonda Christensen, University of North Texas, United States

    This paper reports on research on middle-schoolers attitudes towards STEM learning and careers. A questionnaire investigated 41 middle-schoolers’ understanding of STEM topics related to space... More

    pp. 1627-1631

  16. An examination of K-12 teachers’ educational experiences and subsequent learning outcomes related to classroom integration of global competencies.

    Emily Krysten Spencer-Mueller & Julie Mueller, Wilfrid Laurier University, Canada; Karin Archer, Let's Talk Science, Canada

    The installation of global competencies within school systems is being prioritized as essential for developing adaptive, lifelong learners that will be successful in a rapidly changing labour... More

    pp. 1632-1637

  17. Ready, Set, Launch! STEM Learning Through Siege Machines

    William Tai, University of Idaho, United States

    Recent trends in STEM education indicate a decline in interest starting in the middle grades and continuing through high school. Evidence presented in previous studies showed recapturing student... More

    pp. 1638-1643

  18. Applying 360-Degree Videos for Geography Education

    Fu-Ling Chung, Hsin-Hsuan Chung & Karen Johnson, University of North Texas, United States

    Social studies curriculum has the potential to model, influence, and deepen the understanding of students' worldview, especially geography, which is a core subject in schools exploring the... More

    pp. 1644-1650

  19. Supporting Virtual Instruction in Rural Kentucky: Google Apps

    Lesia Lennex, Morehead State University, United States

    Fall 2020 marked the first fully virtual semester for P-12 classrooms across the Commonwealth of Kentucky. Teachers were faced with challenges such as the digital divide, device access, and... More

    pp. 1651-1654

  20. Edgy Educators Podcast: A Preservice Teacher and Faculty Collaboration

    Robin Smith, Shannon Clapsaddle, William Bratberg & Larry Bohannon, Southeast Missouri State University, United States

    The Edgy Educators Podcast project is a student-driven and produced podcast for the College of Education, Health, and Human Studies. Upon returning to school face-to-face after COVID-19, many... More

    pp. 1655-1658