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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. Implementing Video Annotation Software in Teacher Education: Experiences of a Practicum Supervisor

    Amy Boniface, Northern Arizona, United States; Clement Lambert & Tina Chaseley, Northern Arizona University, United States

    Video annotation software in education has been at the center of scholarly attention in recent times. However, little attention to its use in the practicum supervision of teacher candidates is... More

    pp. 1789-1793

  2. Educators’ Perceptions of the Challenges of Using Online Educational Marketplaces

    Jeffrey Carpenter, Elon University, United States; Catharyn Shelton, Northern Arizona University, United States

    The purpose of this study was to understand educators’ perspectives regarding challenges with the online educational marketplace, (TpT). Over 1,300 TpT users from across the... More

    pp. 1794-1799

  3. Synchronous Environment and Strategies: Supporting Online Learning

    Suparna Chatterjee, Arkansas Tech University, United States

    Synchronous learning environment and strategies support learners’ learning in an online environment. Course webinars provide a synchronous environment supporting learners’ personal dimension of... More

    pp. 1800-1803

  4. Personalized English Language Learning through a Robot and Virtual Reality Platform

    Yu-Li Chen, Chun-Chia Hsu, Chih-Yung Lin & Hsiao-Hui Hsu, Lunghwa University of Science and Technology, Taiwan

    This study aimed to examine student English learning experience by designing an English learning platform integrating virtual reality and a robot using artificial intelligence. Two students... More

    pp. 1804-1807

  5. A Guided Exploration of XR Technologies for Education: Implications for Teacher Education and Future Research

    Todd Cherner, The University of North Carolina at Chapel Hill, United States; Alex Fegley, Coastal Carolina University, United States

    The global edtech marketplace is rapidly growing, and it is predicted to reach a $404 billion valuation by 2025. One area fueling that growth is the emergence of extended reality (XR) technologies.... More

    pp. 1808-1811

  6. An Evaluation of Perceptions Regarding Mentor Competencies for Technology-based Personalized Learning

    Pallavi Chhabra, Danielle Chine, Adetunji Adeniran, Shivang Gupta & Kenneth Koedinger, Human-Computer Interaction Institute; Carnegie Mellon University, United States

    The use of technology-based learning systems to provide individualized instruction through tutoring for K-12 students is gaining increased attention, especially as a result of the COVID pandemic.... More

    pp. 1812-1817

  7. Using Annotated Video-Analysis Software to Impact Student Self-Reflection

    Jason Davis & Jennifer Burke, Millersville University, United States; Krisan Meyer, Santa Clara County Office of Education, United States

    This presentation explores the use of an annotated video-analysis platform to impact teacher reflection and supervisor feedback. The role of reflection and feedback are vital to the ongoing... More

    pp. 1818-1822

  8. Psychoeducational strategies for teaching inhabitants of the virtual global community

    Richard Dietzel & Diana Martin, Keiser University Graduate School of Education, United States

    Cognitive and social psychology provide insights into the ways humans adapt to dynamic environments. The development of cybernetics over the last 30 years has changed the way we think, the way we... More

    pp. 1823-1827

  9. Using Facebook as a Community of Practice to Support Classroom Management Learning

    Travis Dimmitt & Linda Gray Smith, Northwest Missouri State University, United States

    Facebook has become a Community of Practice supporting the learning of teacher candidates in Classroom Management courses as well as a support for current student teachers. The closed Facebook... More

    pp. 1828-1831

  10. Faculty Experience Using Synchronous Video Conference Technology to Assess Student Psychomotor Skills: Initial Protocol

    Heather Disney, University of Saint Augustine for Health Sciences, Walden University, United States; Debra Crawfordbpiecka Tyrr & David Perry, Walden University, United States

    There is a growing need for physical therapists in the United States; thus, there is a need to educate students to meet the demand in this profession. The problem this study plans to address is the... More

    pp. 1832-1837

  11. Project Management Skills for Teachers and Useful Technology Tools

    Adebola Fadipe & Leping Liu, University of Nevada, Reno, United States

    Project management skills are pertinent to educators. With the COVID-19 pandemic recently that threw educators into a world of distance learning with little to no prior training, a knowledge gap... More

    pp. 1838-1844

  12. Updating the game for a new today: In-service teachers’ perspectives on online gaming and education during the pandemic

    Enrico Gandolfi, Eric Vongunten & Rezwan Shihab, Kent State University, United States

    The relationship between video games and in-service teachers has always been multi-faceted and controversial. On the one hand, educators are increasingly aware of the learning potential of this... More

    pp. 1845-1850

  13. Career & Technical Education (CTE) Programs and the Integration of Technology During COVID 19 Pandemic

    Jorge Garcia, University of North Texas, United States

    The Covid-19 pandemic abruptly interrupted educational institutions (schools, colleges, and universities) and Career & Technical Education (CTE) programs had to adapt to online learning. CTE... More

    pp. 1851-1855

  14. Insights from Teaching with a Virtual Robotic Solution During the Pandemic: A Mixed-Methods Inquiry

    Lauren Harter & Jason McKenna, VEX Robotics, United States; Rachel Van Campenhout, Duquesne University, United States

    Educational robotics has been increasingly incorporated into K-12 classrooms as an effective way to integrate STEM subjects and increase student attitudes toward STEM. The disruption of in-person... More

    pp. 1856-1866

  15. Exploring 3rd Grade Teachers' Technological Pedagogical and Content-Game Knowledge

    James Hernandez & Iliana Alanís, University of Texas at San Antonio, United States

    This study aimed to investigate 3rd grade teachers’ Technological Pedagogical and Content Knowledge- Game (TPACK-G) confidence in one selected school district. The results of the survey were... More

    pp. 1867-1872

  16. Gaming in the classroom? A former sixth grade teacher’s perspective of video game learning in the classroom

    James Hernandez & Iliana Alanís, University of Texas at San Antonio, United States

    : This study incorporated a phenomenological interview structure in which a former sixth grade teacher discussed his digital game knowledge and use in the classroom. The interview protocol included... More

    pp. 1873-1878

  17. Pupils’ experiences of utilizing learning analytics to support self-regulated learning in two phenomenon-based study modules

    Laura Hirsto, Teemu Valtonen, Mohammed Saqr, Susanne Hallberg, Erkko Sointu, Jenni Kankaanpää & Sanna Väisänen, University of Eastern Finland, Finland

    The aim of this study is to understand primary level pupils’ experiences and perspectives of learning analytics (LA) and self-regulated learning after two phenomenon-based learning modules in a... More

    pp. 1879-1885

  18. Am I Still Teaching Them?

    Kolleen Homuth, Central Michigan University, United States

    There is widespread concern among educators about incorporating the right technology tools fluently in the classroom while at the same time maintaining the learning continuum. The focus of the... More

    pp. 1886-1891

  19. A conceptual model for representation (transfer) processes

    Tobias Huhmann & Chantal Mueller, University of Education Weingarten, Germany

    In mathematics education the learner’s own transfer of representations within the same as well as between different levels of representations in the learning process is an essential indicator to... More

    pp. 1892-1897

  20. Using the Compose and Code Digital Platform to Provide Leveled Support for Students with Disabilities as They Learn Coding and Computational Thinking

    Amy Hutchison, Erdogan Kaya, Kelley Regan, Britt Miller, Eileen Jakeway, Dai Gu, Maggie Gross & Madelyn Stephens, George Mason University, United States

    he purpose of the proposed roundtable is to share a newly developed digital platform called the Digital Effective Platform for Computational Thinking and Computer Science (DEPICT-CS). DEPICT-CS is ... More

    pp. 1898-1901