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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022

Editors

Elizabeth Langran

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File: Cover & Title Pages

File: Table of Contents

Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 370

  1. SimTEACHER: VR-based Simulation for Pre-Service Teachers

    Eunbyul Yang, Kukhyeon Kim & Jeeheon Ryu, Chonnam National University, Korea (South)

    VR teaching simulations are a practical method used for teacher training. The purpose of this study was to develop realistic VR teaching simulations for pre-service teachers. We developed VR... More

    pp. 2165-2170

  2. Teaching elementary computer science with physical computing for linguistically diverse classrooms

    Ezgi Yesilyurt, Weber State University, United States; Erdogan Kaya, George Mason University, United States; Refika Turgut, University of South Carolina Upstate, United States; Elif Adibelli-Sahin, Development Workshop, Turkey; Burak Sahin & Hasan Deniz, University of Nevada, Las Vegas, United States

    In response to the growing interest in computer science, many national standards including CSTA, NGSS, and ISTE emphasized the importance of computational thinking as an important component of... More

    pp. 2171-2176

  3. The role of teachers’ orientation in the Context of Education empowered by Artificial Intelligence -- Based on Emile's teacher role view

    Ting Zhang & Bo Jiang, East China Normal University, China

    Artificial Intelligence technology has been widely used in many fields and has become the focus of all sectors of society. Education has undergone revolutionary changes due to artificial... More

    pp. 2177-2181

  4. New Mexico Connected Communities Collaborative: Supporting and Strengthening School Communities During the COVID-19 Pandemic

    Erika Acosta, Lauren Cifuentes, Stella Otoo & Germain Degardin, New Mexico State University, United States

    The COVID pandemic magnetized the challenges of supporting educators in providing students with high-quality education opportunities. The migration to online and remote learning systems placed... More

    pp. 2182-2188

  5. Examining Teachers’ Perception of Developing 21st Century Skills through Science Education using TPACK-21 Framework

    Salma Ali, Texas A&M: College of Education, United States

    Twenty-first century skills such as collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT)... More

    pp. 2189-2191

  6. Reimagining Practical Applications of the TPACK Framework in the New Digital Era

    Rebecca Blankenship, Florida Agricultural and Mechanical University, United States; Daniel Mourlam, University of South Dakota, United States; Ilene Berson & Michael Berson, University of South Florida, United States; Cheun-Yeong Lee & Li-Wei Peng, Governor's State University, United States; Yi Jin, Kennesaw State University, United States; Irina Lyublinskaya & Xiaoxue Du, Columbia University, United States; Melissa Warr, University of Louisiana-Monroe, United States; Punya Mishra, Arizona State University, United States; Mia Williams, University of Wyoming, United States; Tracey Hatfield, University of Louisiana Monroe, United States

    The purpose of this symposium is to disseminate current research on the best practices for implementing and developing educators’ TPACK. The goal of this symposium is to engage the TPACK community ... More

    pp. 2192-2197

  7. Reimagining Practical Applications of the TPACK Framework in the New Digital Era

    Rebecca Blankenship, Florida Agricultural and Mechanical University, United States; Daniel Mourlam, University of South Dakota, United States; Ilene Berson & Michael Berson, University of South Florida, United States; Cheun-Yeong Lee & Li-Wei Peng, Governor's State University, United States; Yi Jin, Kennesaw State University, United States; Irina Lyublinskaya & Xiaoxue Du, Columbia University, United States; Melissa Warr, University of Louisiana-Monroe, United States; Punya Mishra, Arizona State University, United States; Mia Williams, University of Wyoming, United States; Tracey Hatfield, University of Louisiana Monroe, United States

    The purpose of this symposium is to disseminate current research on the best practices for implementing and developing educators’ TPACK. The goal of this symposium is to engage the TPACK community ... More

    pp. 2198-2203

  8. Investigating contextual knowledge within TPACK: How has it been done empirically so far?

    Eliana Brianza, University of Zurich, Switzerland; Mirjam Schmid, University of Queensland, Australia; Jo Tondeur, Vrije Universiteit Brussel, Belgium; Dominik Petko, University of Zurich, Switzerland

    The technological pedagogical content knowledge (TPACK) framework traditionally describes seven domains of knowledge which teachers rely on for effectively combining technology, pedagogy and... More

    pp. 2204-2212

  9. Exploring changes in pre-service teachers’ self-perceived Technological Pedagogical Content Knowledge (TPACK) and design beliefs in an online summer educational technology program.

    Xiaoxue Du, MIT Media Lab, United States; Irina Lyublinskaya, Teachers College, Columbia University, United States

    Pre-service teachers’ perception and attitudes towards technology and design play a critical role in Technological Pedagogical Content Knowledge (TPACK) development. This study explored changes in ... More

    pp. 2213-2218

  10. Collaboration and Communication in Blended Learning

    Maria Esposito, Molloy College, United States; Justina Zendrian, Molloy College and Jericho School District, United States

    Collaboration and communication are two 21st century thinking skills that apply to all content and grade levels. All 21st century thinking skills are important and necessary to prepare students for... More

    pp. 2219-2226

  11. Conducting practice lessons online to foster student teacher’s skills in designing lessons that include ICT

    Kohei Hagiwara, Satoshi Kojima, Keito Kurahashi & Yasuhiko Morimoto, Tokyo Gakugei University, Japan

    Teachers are increasingly required to utilize ICT in their lessons in order to build up the competency of their students. In Japan, teachers typically acquire the skills needed for designing... More

    pp. 2227-2234

  12. Developing Learning Activity Types for Theatre Education

    Lisa Harris, Winthrop University, United States; Joy White, Riverside High School, United States; Emma Townsend, York Comprehensive High School, United States

    Learning activity types (LATS) were identified in 2010 for specific k12 content areas but not for theatre. The purpose of this study was identify LATs and associated technologies used to teach... More

    pp. 2235-2239

  13. The use of TPACK to support communities of practice develop their online teaching practices and implementation of student-centered learning pedagogies

    Carmen Miles, De Montfort University, United Kingdom

    Lecturers need support in developing pedagogic, content and technology knowledge (TPACK) to deliver student-centered learning (SCL) pedagogies online. As a result professional development... More

    pp. 2240-2245

  14. Course by Design in a TPACK Context: A Learner Centred Model for Designing Digital Instruction

    Julie Mueller & Ketki Yennemadi, Wilfrid Laurier University, Canada

    The COVID19 pandemic has created an opportunity for deep and expansive reflection on the way we learn, and a need to alter the design and structure of educational programs and courses (Baran & Al... More

    pp. 2246-2251

  15. Creating Innovative Teacher Education to Prepare Educators to Facilitate Learning in Innovative Schools

    Cailen O'Shea, North Dakota State University, United States; Guy Trainin, University of Nebraska-Lincoln, United States; Laurie Friedrich, Concordia University-St. Paul, United States

    This study focused on preparing educators to be effective and confident in facilitating learning in innovative settings. School leaders have indicated a challenge in finding and retaining effective... More

    pp. 2252-2258

  16. Technological and Pedagogical Challenges for Teachers During Covid-19

    Suzanne Reaid, Walden University, United States

    A pandemic can bring technological and pedagogical challenges for schools. During the COVID-19 pandemic, K-12 teachers were mandated to teach remotely. It was done first, in the form of rapid... More

    pp. 2259-2265

  17. In-service teachers find the value of doing math together utilizing web-based technology as part of a virtual professional development

    Amanda Reinsburrow, Sienna Medina, Mikhail Miller & Jason Silverman, Drexel University, United States

    This study examines teachers’ participation and experiences in doing math virtually and together to gain mathematical knowledge and build communities of practice in the first workshop of an online ... More

    pp. 2266-2270

  18. Computer Science as a Fundamental Discipline in Education

    Jennifer Rosato, College of St. Scholastica, United States; Michelle Friend, University of Nebraska-Omaha, United States; Mahnaz Moallem, Towson University, United States

    As technology increasingly underpins society, preparing students to understand and create computational artifacts is a democratic imperative. Thus, teachers must be prepared to teach computer... More

    pp. 2271-2274

  19. Visualizations of Current and Aspired TPACK from In-Service Teachers

    Daniel A. Tillman, Thomas J. Soto, Karime H. Smith & Song A. An, The University of Texas at El Paso, United States

    This roundtable presents the results from asking in-service teachers to visualize their current and aspired TPACK levels, utilizing shapes other than circles. The results demonstrate a wide range... More

    pp. 2275-2280

  20. Exploring the Influencing Factors of Teachers Ability for Using Tablet from the Perspective of TPACK

    Haoen Yang, East China Normal University, China

    The cultivation of competencies for using ICT is a necessary part for teachers in promoting the integration of ICT with education. The competency for using tablet is of great significance in... More

    pp. 2281-2286