Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 371
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Factors of Student Satisfaction in Online Teacher Education Programs
Eunjoon Um & Veronica Szczygiel, Fordham University, Graduate School of Education, Online Learning Team, United States; Yimeng Li & Xueyi Luo, Fordham University, Graduate School of Education, United States; Lynn Hooley, Fordham University, Graduate School of Education, Online Learning Team, United States
This case study aims to investigate learner satisfaction in an online teacher education program and to explore the major factors that affect student satisfaction in their online learning experience... More
pp. 257-261
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Online Learning Platforms during the Pandemic: Application Status and Developments
Jinyu Wang & Xiaohua Yu, East China Normal University, China
The outbreak of COVID-19 has made online learning platforms got unprecedented comprehensive application. Different from the perspective based on platform users of most experts and scholars, this... More
pp. 262-271
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Professional Development Gone Remote: Analysis of In-Service Teacher Beliefs about the Implementation of Ambitious Science Teaching Practices and Science Teaching Self-Efficacy through a Workshop Delivered on Zoom
John Williams & Daniel Mourlam, University of South Dakota, United States
Due to the Covid-19 pandemic beginning in the spring of 2020, professional development (PD) experiences for teachers were transitioned to remote instruction. Organizers of PD workshops were... More
pp. 272-277
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Factors Influencing Learners’ Continuance Intentions Toward MOOC Platforms: The Study of Chinese University MOOC Platform
Yumeng Zhou, Qing Yu & Huiying Ouyang, East China Normal University, China
Under the background of education globalization, MOOC has gradually become a typical representative of high-quality education resources in the world. However, the high dropout rate is still an... More
pp. 278-287
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Culturally Responsive Pedagogy for Practice and Use of Technology with STEM Courses
Katie Baleja, Wayne State University, United States
Teacher shortages have become a nationwide crisis in the United States, but schools in urban districts have an additional barrier attracting teachers who may be offset by the negative stigma and... More
pp. 288-292
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Reskilling and Upskilling Women in Emerging Technologies for the Future of Work
Elodie Billionniere, Miami Dade College, United States; Farzana Rahman, Syracuse University, United States
With the COVID-19 pandemic causing more than 31 million Americans to rely on unemployment, nearly eight times the number of women left the workforce compared to men the past two years. This growing... More
pp. 293-298
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Design and Development of an Online Professional Development Course on Culturally Responsive Pedagogy Using the ADDIE Model
Crystal Bundrage & Kathleen Mapson, Georgia State University, United States
There has been a significant increase in the number of students of color seeking postsecondary education in US colleges and universities, attributed in part to federal, state, and institutional... More
pp. 299-307
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Social Justice and Equity in a Diasporic Digital Global Society: Freirean Concepts and Student Well-being
Maria Elena Rosario Dickerson, University of Texas at El Paso, United States; Cesar Rossatto, University of Texas El Paso, United States
This study aims to improve equity and social justice integrated with schooling in the face of powerful digital technologies. It critically examines educational issues in an eGlobal society. This... More
pp. 308-315
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Leveraging NASA Assets to Develop STEM Identity in Traditionally Underrepresented Populations
Leslie Huling, Texas State University, United States
STEM identity development is a complex process that begins long before students enter college, select academic majors, and make career choices. Research indicates that early STEM experiences are... More
pp. 316-320
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Reflecting on the Intersection of Bias and Research Design in Educational Technologies
Yi Jin, Kennesaw State University, United States; Mary Rice, University of New Mexico, United States; Kathleen Howe, Park University, United States; Lisa Dieker, University of Central Florida, United States; Marie Heath, Loyola University Maryland, United States
Right now, encoded bias is hidden in everyday technologies. Systemic inequalities that have been embedded in the codes of these technologies cause the representation and reenactment of societal... More
pp. 321-324
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Young adults, movies, and trauma: Educating pre-service teachers about trauma informed practices
Jennifer Laffier & Madison Westley, Ontario Tech University, Canada
It is becoming more important for future teachers to be aware of trauma informed practices to support students. There is the potential for youth to be psychologically impacted by the movies they... More
pp. 325-333
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More Equitable Digital Learning Environments by Design: Teacher Inquiry into Student Learning
Tabia Lee, De Anza College, United States
In this interactive and collaborative two-hour virtual workshop session, participants will learn how to use the Teacher Inquiry into Student Learning (TISL) Heart Method to address a wicked problem... More
pp. 334-335
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Contending with Multiple Frameworks: Best Practices in Designing Accessible, Equitable, and Inclusive Online Learning Experiences (V)
Kerrigan Mahoney, Minnesota State University, Mankato, United States; Julie Marsh, College of William and Mary, United States
This best practice session will explore student-centered learning through the intersections of the Culturally Responsive Teaching (CRT), Universal Design for Learning (UDL), and Community of... More
pp. 336-338
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Improving Teaching and Learning in Poor Communities: Allocation of Technological Resources based on Equity and Need, Not Affordability
Mabel Okojie, Mississippi State University, United States; Tinukwa Boulder, Pittsburg University, United Kingdom
The educational inequality between poor and wealthy students remains a perennial problem. The effort to address the problem has resulted in minimal progress. The present paper aims to show that... More
pp. 339-347
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Scholarly Paper: Meeting LGBTQ Needs
Isabel Pittman, National University, San Diego, United States
This paper discusses how inclusion practices can be improved by addressing issues related to the LGBTQ community in a middle school. Issues of staff training, shared responsibility, and genuine... More
pp. 348-350
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Teaching Inclusive Teaching Strategies: A Game-Influenced Approach
Mike Reese & Reid Sczerba, Johns Hopkins University, United States
This session will present an approach for teaching instructors inclusive teaching strategies in face2face or online workshops. This approach is based on a card deck inspired by game design. The... More
pp. 351-355
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Project TRAIL: Increasing Law School Attendance Through Technology
Tandra Tyler-Wood, University of North Texas, United States
Project TRAIL (Teaching Resources to Advance Resources in LAW) seeks to make the law school population more reflective of US society by providing students with the skills and mindset supportive of ... More
pp. 356-358
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Social Justice and the Digital Divide: A Narrative Inquiry of How Digital Inequities Contribute to the Underrepresentation of Low-Income African Americans in Stem Careers
Hope Whiteside & Bernadette Beavers, The University of Alabama, United States
Advancements in digital technological innovations have proven to promote economic growth and competitiveness, however, downfalls and weaknesses associated with digital inequities and inequalities, ... More
pp. 359-363
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Documenting Inequities: Social Action Research and Augmented Reality
Emily Zuccaro, Eastern Kentucky University, United States; Ricky Mullins, University of Virginia-Wise, United States
This paper describes an augmented reality project within the context of a children’s literature course. In this course, a group of students used Historypin, an augmented reality platform, to... More
pp. 364-366
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Beginning Teachers’ Reflections on Pre-service Technology Training and Sense of Preparedness
Emmanuel Abedi & Sarah Prestridge, Griffith University, Australia; David Geelan, The University of Notre Dame, Australia
Several studies investigate effective strategies for preparing teachers for educational technology use, but primarily from the perspectives of pre-service teachers in training. This study addresses... More
pp. 367-376
