You are here:

Society for Information Technology & Teacher Education International Conference

Apr 11, 2022

Editors

Elizabeth Langran

Search this issue

File: Cover & Title Pages

File: Table of Contents

Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 371

  1. Professional Development Processes of Teachers in Different Career Stages and in Different Covid-19 Pandemic Periods

    Orit Avidov-Ungar, Achva Academic College, Israel; Shlomit Hadad, Tamar Shamir-Inbal & ina Blau, The Open University of Israel, Israel

    The transition to distance learning during Covid-19 posed many challenges and required available, immediate, and extensive support as well as appropriate teacher professional development (TPD). The... More

    pp. 377-383

  2. Theoretical Model and Analytical Framework of School-based Teacher Research?from the Perspective of Shared Regulation

    Xinrui Cai, Tianyi Zhang & Xiangdong Chen, East China Normal University, China

    School-based teacher research is the main way of teacher cooperation in China, and it is also an effective way to promote teachers' professional development and the implementation of school... More

    pp. 384-391

  3. Building a multi-tier Maturity Model for introducing Challenge Based Learning. Implications for teachers’ professional development

    Leonie Chapel, University of Twente, Netherlands; Koen DePryck, University of Twente / Vrije Universiteit Brussel, Belgium

    Abstract: Challenge Based Learning (CBL) is a framework that emerged from the "Apple Classrooms of Tomorrow—Today" (ACOT2, 2008 It was developed out of an instructional need to help students learn ... More

    pp. 392-400

  4. Using the Challenge Based Learning Maturity Model (CBL-MM) as a quick scan to support teaching innovation.

    Koen DePryck, Rianne Kaptijn, Leonie Chapel & Luuk Buunk, University of Twente, Belgium

    International) Collaboration is high on the strategic agenda of many higher education institutes (HEI). Quite often joint research projects and mobilities of staff and students are mentioned as... More

    pp. 401-409

  5. IDEA Lightning Rounds: Professional Development in Instructional Delivery, Engagement, and Assessment (IDEA)

    Susan Elwood & Kelli Bippert, Texas A&M University Corpus Christi, United States; Tricia Boyson & Lynette Solis, Texas A&M University-Corpus Christi, United States

    Faculty members in higher education and K-12 education are continually in need of refreshing Instructional Delivery, Engagement, and Assessment (IDEA) ideas to enhance learner engagement with... More

    pp. 410-414

  6. Case Study: Transition to Remote Teaching During the COVID19 Pandemic

    Lucretia Fraga, Susan Hall & Kathy Bottaro, University of the Incarnate Word, United States

    During the pandemic, this study discusses how instructors were supported when they shifted their classes online. It illustrates how a variety of professional development activities helped... More

    pp. 415-418

  7. Implementing Professional Learning Programs to Support Teachers to Teach Students with Disabilities

    Pankaj Khazanchi, Liberty University/ Cobb County School District, United States; Rashmi Khazanchi, The Open University of the Netherlands/ Mitchell County School System, United States; Smita Tiwari, Amity University, India

    K-12 classroom teachers play an important role in effectively delivering standard-based instructions to all students in their classrooms including students with disabilities. The authors will... More

    pp. 419-426

  8. Professional development and its’ role for higher education instructors’ TPCK, self-efficacy and technology adoption as well as their technological and didactical implementation of distance teaching during the COVID-19 pandemic.

    Daria Olden, Jessica Gröninger, Manon Henrich, Aileen Schlichting, Ingo Kollar & Klaus Bredl, University of Augsburg, Germany

    Due to the sudden onset of COVID-19 pandemic, on-site higher education institutions in Germany had to immediately to implement distance teaching. The way instructors designed their courses may... More

    pp. 427-432

  9. Transformative Learning in Online Faculty Development: Active Learning, Critical Reflection and Social Discourse, and Implementation as Critical Elements in Achieving Transformative Change

    Michelle Read, Texas State University, United States

    COVID19 brought many changes to the educational scene in both K12 and higher education with forced remote teaching and learning for all across several months. In the time immediately following that... More

    pp. 433-439

  10. Beyond Announcements: A Conversation on Having Regular and Substantive Interaction in Online Courses

    Candace Ryder, Mia Kim Williams, Colby Gull & Curtis Biggs, University of Wyoming, United States

    As we emerge from the season of emergency remote learning, faculty and learning designers are now able to focus on creating high-quality online learning experiences for learners. The most widely... More

    pp. 440-442

  11. Design and Implementation of An Online CV Dossier System That Works for Faculty Members &b Administration

    Zafer Unal, University of South Florida, United States

    Higher education faculty members are expected to establish a record of published research, ability to attract grant funding, academic visibility, teaching excellence, and administrative or... More

    pp. 443-450

  12. Teaching about Control Flow Statements with Computer Games: Effects of Cognitive Differences on Secondary Education Students' Learning

    Charoula Angeli, University of Cyprus, Cyprus; Katerina Tortouri, University of cyprus, Cyprus

    The research examined the effects of two computer games on 13- and 14-year old students' understanding of the IF-THEN-ELSE structure, considering students' cognitive type of field-dependence... More

    pp. 451-459

  13. A Pilot Study: Can Elementary School Students Learn A Second Language and Cultural Awareness in An Immersive Video Game?

    Tinukwa Boulder, University of Pittsburgh, United States; Ahmed Yousof, East Stroudsburg University, United States; David Parrott, Odin Eye’s Immersive Games, United States

    This study explored whether students could learn a second language and associated culture by playing a multiple-player immersive collaborative language learning game. A secondary objective was to... More

    pp. 460-476

  14. Using Digital Simulation to Address Implicit Bias in Teaching

    Rhonda Christensen & Gerald Knezek, University of North Texas, United States

    Bias reduction in teaching practices is a key foundation for enabling future leaders of society to achieve their highest innate and positively nurtured potential. The COVID-19 Pandemic has... More

    pp. 477-483

  15. Using Virtual Simulations in Teacher Education to Develop Equitable Teaching Strategies

    Rhonda Christensen, University of North Texas, United States; Garron Hillaire & G.R. Marvez, Massachusetts Institute of Technology, United States; M. Elizabeth Azukas & Diane Holben, East Stroudsburg University of Pennsylvania, United States; Sue Gregory, University of New England, Australia; Susan Ledger, University of Newcastle, Australia

    Classrooms are becoming more diverse as society becomes more diverse. Preparing teachers to encounter and effectively teach in diverse environments is important. However, providing teacher... More

    pp. 484-488

  16. Gamification for Training in Organization

    Fu-Ling Chung, University of North Texas, United States

    Gamification grows interests in many fields, becoming a prevalent issue in corporate training. Policymakers and trainers have to pay attention to the importance of training in organizations because... More

    pp. 489-492

  17. Escape The Mundane: Motivating Students Through Educational Escape Rooms

    Michelle Claypool & Jennifer Weible, Central Michigan University, United States

    With increasing focus on active learning and gamification in the classroom, more educators are turning to gamification in the form of educational escape rooms to increase engagement and motivation ... More

    pp. 493-501

  18. Teachers’ Use of Educational Technology and Web Adventures: Innovative Interactive Digital Media for Learning Science

    Adem Ekmekci & Anne Papakonstantinou, Rice University, United States; Paul Varner, Varner, Paul L. - Sole Proprietor, United States; Mahtob Aqazade, Rice University, United States

    Technology is a fundamental tool for teaching and learning science. It is a key enabler of continuous, lifelong learning, serving as a gateway to directly accessing knowledge and fostering learning... More

    pp. 502-507

  19. Cross-Cultural Experiences in Video Game Development Projects with Collaborative Online International Learning (COIL) (V)

    Miguel Garcia-Ruiz, Algoma University, Canada; Laura Sanely Gaytan-Lugo & Pedro Santana-Mancilla, University of Colima, Mexico

    This paper presents cross-cultural learning experiences between two groups of students from a Canadian and a Japanese university, participating in video game development projects in a Collaborative... More

    pp. 508-513

  20. Video Games in the English Language Arts Classroom: Strengths and Concerns According to Preservice Teachers

    Hillary Gould & Sam von Gillern, University of Missouri, United States

    This study examines the perceptions of preservice teachers as relates to using digital games in English language arts instruction. More specifically, it investigates their beliefs in terms of... More

    pp. 514-519