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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

7
This conference has 7 award papers. Show award papers

Number of papers: 371

  1. Rural Elementary Teachers’ STEM Teaching During COVID-19

    Katie L. Johnson & Nathaniel Largo, University of Nebraska-Lincoln, United States; Amanda Thomas, University of Nebrasks-Lincoln, United States; Amy Sokoll Bauer, University of Nebraska-Lincoln, United States

    This brief paper reports on the ongoing study of twelve rural elementary teachers’ use of technology while teaching STEM during the COVID-19 pandemic. The study is rooted in the TPACK framework... More

    pp. 755-760

  2. Promoting Deeper Discussions

    Kevin Krahenbuhl, Middle Tennessee State University, United States

    The world of today is one infused with distractions and challenges. Teachers and students can greatly benefit from discussion but engaging in those discussions is affected subtly and not to subtly... More

    pp. 761-766

  3. Investigating Minnesota Literacy Teacher Insights During COVID-19: Distance Learning, Hybrid, and In-person Instruction

    Lisa Krall, Bemidji State University, United States; Kate Kelly, St. Catherine University, United States; Debra Peterson, University of Minnesota, United States; Wendy Richards, University of Northwestern, United States

    Minnesota’s P-12 teachers and other literacy educators (i.e. professors, literacy coaches, etc.) were impacted by the pandemic. Many schools transitioned from in-person learning to online or... More

    pp. 767-771

  4. Using SeeSaw to Promote Phonological Awareness in Primary Age Students

    Mariah Kramer & Jennifer Weible, Central Michigan University, United States

    Reading requires phonological awareness: the necessary understanding of students to manipulate and use different words and parts of words in order to make connections between sounds and letters... More

    pp. 772-775

  5. Remote learning experiences when you prefer pen & paper over digital devices

    Sanna Oinas, University Helsinki, Faculty of Educational Sciences, Finland; Risto Hotulainen, Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland

    Not all students are confident in their technological skills. Despite the broadly saluted growth of the use of digitalized teaching practices due to the pandemic, research has evidenced that some... More

    pp. 776-781

  6. Teachers, Students, and the Pandemic: How do we Move Forward?

    Rebekah Piper, Lorrie Webb & Karen Kohler, Texas A&M University-San Antonio, United States

    Online instruction is not considered a new teaching strategy for some. However, with the recent transition to virtual learning due to the global COVID pandemic, teachers are responsible for... More

    pp. 782-785

  7. Design and validation of an instrument to measure teacher competencies for instruction in one-to-one learning environments

    William Sadera, Towson University, United States

    The purpose of this presentation is to share research on the design and validation of an instrument to be used to measure teacher preparedness for instruction in a one-to-one learning environment. ... More

    pp. 786-789

  8. Which Pedagogical Strategies are Prevalent in Emergency Remote Teaching? Crosschecking Teachers and ICT Coordinators' Perspectives

    Tamar Shamir Inbal, Ina Blau & Shlomit Hadad, The Israeli Open University, Israel

    This study describes teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The purpose ... More

    pp. 790-794

  9. Campus Leaders’ Use and Attitudes Towards Technology Impacted by COVID-19

    Norma Veguilla-Martinez, Katy Independent School District, United States; Antonio Corrales, Jennifer Grace & Michelle Peters, University of Houston - Clear Lake, United States

    Overnight schools across the nation were required to switch to virtual instruction due to the pandemic COVID-19. The purpose of this mixed methods study was to examine the influence of COVID-19 on... More

    pp. 795-799

  10. FazBoard an AI-Educational hybrid Teaching & Learning System

    Fawzi Benmessaoud & Louie Zhu, IU School of Informatics & Computing, IUPUI, United States

    FazBoard is a project that integrates intelligence with an AI Assistant as a human-AI hybrid system for teaching and learning to leverage the potential of human-AI interaction in educational... More

    pp. 800-808

  11. Undergraduate Students’ Perceptions of Interactive Instructional Videos

    Liza Bondurant, Gray Kane, Maria Weber & Severine Groh, Delta State University, United States

    In this panel, we will share the results of a study investigating students’ perceptions of interactive instructional videos. We hypothesized that students would find the interactive features had a ... More

    pp. 809-813

  12. An Investigation of Machine Learning-Based Plagiarism Detection in Computer Programming

    Michael Cao & Wei-Fan Chen, The Pennsylvania State University, United States

    This paper proposes the improvement of machine learning-based plagiarism detection systems in college-level computer science courses. Current plagiarism detection systems have been previously... More

    pp. 814-817

  13. Using Learning Analytics to Assess Student Success in Community College Open Educational Resource Biology Courses

    Adronisha Frazier, Louisiana State University/Northshore Technical Community College, United States

    This study examines the efficacy of learning analytics in investigating student success in open educational resource (OER) biology courses—online, hybrid, and face-to-face—at a community college... More

    pp. 818-825

  14. Innovative Ways of Engaging Teachers through Virtual Coaching with the Early Literacy Learning Model

    Vickie Johnston, Florida Gulf Coast University, United States

    In response to the global pandemic, the process of literacy coaching required programs to re-envision innovative ways of engaging teachers and coaches in a collaborative process with the use of... More

    pp. 826-831

  15. Monitoring of the Achievement Degree of Instructional Objectives Based on Learning Evaluation Data

    Bilan Liang & Lingling Meng, East China Normal University, China

    One of the most important indicators to evaluate students' learning effects is whether the instructional objectives are met. Monitoring the achievement degree of objectives is helpful for teachers ... More

    pp. 832-838

  16. Differential Effects of Face-to-Face and Online Yoga Instruction on the Anxiety and Flexibility in College Students”

    Robyn Miller, Bowling Green State University, United States; Judy Lambert, University of Toledo, United States

    A research study employing a nonequivalent pretest-posttest comparison group design was used to measure online and face-to-face (FTF) yoga instructional methods and their effects on anxiety,... More

    pp. 839-862

  17. Can We Actually Measure Cognitive Cost?: A Self-Study on Cellphone Usage During the Pandemic

    Brooke Mullins & Ricky Mullins, The University of Virginia’s College at Wise, United States

    In this paper, we push back against this idea of the necessity of constant connectedness in the 21st century. To do so, we first we outline the cognitive, economic, and social costs of a world that... More

    pp. 863-868

  18. Your Brain on Learning: A Systematic Review of fMRI and EEG as Indicators of Learning Success

    Aubrey Taylor Rieder, University of North Texas, United States

    Educational neuroscience as a field is ever-growing, though its relative youth means there is much room for adding to the field of research. In this systematic review of 10 empirical studies, the... More

    pp. 869-874

  19. Navigated Learning: Teacher Use Profiles during Hybrid and Fully Remote Instruction

    Calli Shekell, Educational Testing Service, United States; Michelle Newstadt, BrainPOP, United States; Prasad Ram, Gooru, United States

    Data abounds in schools, but how teachers make use of it can vary widely. Navigated learning provides a bridge between data gathered from students, open access resources and assessment tracking for... More

    pp. 875-879

  20. Preparing Current and Future Educators to be OER Creators and Curators

    Torrey Trust & Robert Maloy, University of Massachusetts Amherst, United States

    Since open educational resources (OER) have been identified as a key technology that will have a significant impact on the future of education, it is important to provide educators with... More

    pp. 880-883