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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022

Editors

Elizabeth Langran

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File: Table of Contents

Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 371

  1. Underrepresented Student Perception of Success in STEM Fields

    Danita Bradshaw-Ward, Amy Caton, Janetta RobinsBoone & Bau Tran, University of North Texas, United States

    In a round table discussion, we propose sharing the results of a pilot study we conducted in summer 2021, where we surveyed college students in STEM courses and identified gaps among... More

    pp. 1023-1025

  2. Assessment of Transversal Skills in STEM: From theory to practice in a large scale research project

    Eamon Costello, Mark Brown, Deirdre Butler, Prajakta Girme, Sila Kaya, Colette Kirwan, Eilish McLoughlin & Michael O'Leary, Dublin City University, Ireland; Eva Hartell, KTH Royal Institute of Technology, Haninge municipality, Sweden; Helena Lennholm, KTH Royal Institute of Technology, Sweden; Sirkka Jonsson, Eva Ferntoft & Monika Persson, Haninge municipality, Sweden; J. Carmen Fernández-de-la-Igle, M.Carmen Fernández-Morante, Beatriz Cebreiro-López & Enrique Latorre-Ruiz, University of Santiago de Compostela, Spain; Jarmo Viteli, Iida-Maria Peltomaa & Lachlan Paterson, Tampere University, Finland

    This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused... More

    pp. 1026-1033

  3. Beyond F2F Labs: Enhancing the laboratory experience through virtual simulation

    Allan Dinglasan & Jennifer Weible, Central Michigan University, United States

    The uncertainty that the pandemic-induced pivot to remote learning brought last year has pushed educational institutions to seek more stability in the way laboratory courses are delivered. One... More

    pp. 1034-1039

  4. Preservice Teachers and K-12 Learners: Alternative Space Science Engagement Perspectives

    Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Istitute for the Integration of Technology into Teaching and Learning, United States

    During the COVID-19 pandemic, members of the NASA Space Science Education Consortium (NSSEC) and the Heliophysics Activation Team (HEAT) from the University of North Texas began to develop COVID... More

    pp. 1040-1045

  5. BioSense Network: Exploring biotechnology through computational microscopes

    Sean Leahy, Arizona State University, United States; Abhishek Singharoy, Arizona State Univeristy, United States; Cassandra Kellaris & Punya Mishra, Arizona State University, United States

    The BioSense Network is a collaboration between Arizona State University’s Biodesign Institute and the Mary Lou Fulton Teachers College, supported by grant funding from the U.S. Department of... More

    pp. 1046-1049

  6. The Keep in School Shape (KiSS) Program: Features of An Interactive Mobile Program to Engage Students in Reviewing Material Over School Breaks

    Carla van de Sande & Jana Vandenberg, Arizona State University, United States

    The Keep in School Shape (KiSS) program is an engaging, accessible, and cost-effective intervention that teachers can use to help students review material over school breaks. The KiSS program makes... More

    pp. 1050-1055

  7. A Case Study of Teacher Candidate Support during Crisis Learning

    Kristen Carlson, Minnesota State University Moorhead, United States

    Teacher candidates have been impacted in various ways during their teacher preparation experience in the areas of coursework, field experiences, and student teaching during the coronavirus pandemic... More

    pp. 1056-1059

  8. A Comparative Study on The Evaluation Standards of School Principals’ Informatization Leadership in China and America

    Xue Li, Xiaoying Qi, Xiu Guan & Liang Cheng, East China Normal University, China

    Informatization leadership is a key element of school's information construction and an important guarantee to promote the deep integration of information technology and school education. In order ... More

    pp. 1060-1068

  9. Multi-dimensional thinking literacy through learning to code: An urgent request for current school leaders

    Son Pham, Stephen F. Austin State University, United States

    Current educational systems create linear thinking mode and multi-dimensional thinking model will be our future literacy. Learning to code at any grade level will enhance students in their spatial ... More

    pp. 1069-1074

  10. 1 New Friend Request: Would Your Students Accept a Friend Request from Your School in the New Edu-social Networked World

    Charles Tuite, Ball State University, United States

    Technology has made it so that the school is introduced to students and parents online before they are introduced in person. Students also understand their world via social networks and other... More

    pp. 1075-1084

  11. Creating a Safer Digital World for Elementary Learners: Lessons Learned from Elementary Educators

    Julie Bacak, Florence Martin, Lynn Ahlgrim-Delzell, Drew Polly & Weichao Wang, University of North Carolina at Charlotte, United States

    Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions... More

    pp. 1085-1093

  12. Networked Participatory Scholarship: TPACK Scholars’ Use of Social Media

    Elizabeth Ebersole, Seattle Pacific University, United States; Teresa Foulger, Arizona State University, United States; Yi Jin, Kennesaw State University, United States; Daniel Mourlam, University of South Dakota, United States

    Networked participatory scholarship (NPS) refers to both a practice and an emerging field of research that explores how academic researchers use social media to engage in open digital knowledge... More

    pp. 1094-1098

  13. Characteristics of Technology Infused Teacher Education Programs: An Invitation for Public Comment

    Teresa Foulger, Arizona State University, United States; Jo Williamson, Kennesaw State University, United States; Debra Sprague, George Mason University, United States

    To ensure new teachers are prepared to use technology from day one of their careers, the 2016 National Education Technology Plan (NETP) called for “program-deep, program-wide” approaches that... More

    pp. 1099-1103

  14. Creating and Refining Shared Definitions and Instruments for Context Variables Likely to Influence EdTech Implementation

    Emily Kohler & Lauren Molloy Elreda, University of Virginia School of Education and Human Development, United States

    Although individual and setting features of school and district contexts have long been associated with education technology (edtech) implementation, educators and teacher educators/researchers... More

    pp. 1104-1113

  15. The Impact of the Sudden Transition to Online Format on College Teaching

    Amany Saleh & Beverly Boals Gilbert, Arkansas State University, United States; Ali Khalil, Community College of Rhode Island, United States; Dawn Archibold, Illinois University, United States; Alicia Shaw, Arkansas State University, United States; Karin Brown, Lyon College, United States

    The current study examined how prepared faculty members at two different colleges were expected to make such transition, and how the shift impacted their teaching and communication with their... More

    pp. 1114-1123

  16. Meet the Mavericks: Technology Infusion in Preservice Teacher Education

    Debra Sprague, George Mason University, United States; Jo Williamson, Kennesaw State University, United States; Teresa Foulger, Arizona State University, United States; Jon Clausen, Ball State University, United States; Chrystalla Mouza, University of Delaware, United States; Natalie Milman, George Washington University, United States

    The need to prepare teacher candidates to be able to effectively use technology in the classroom has taken on greater importance in recent years. The 2017 US-ED National Educational Technology... More

    pp. 1124-1127

  17. Instructor Practices in Distance Education: A Case Study Comparison of TPACK Models for Community College and Workforce Education

    Sara Bender & Michelle Frack, Ball State University, United States

    Various levels of adult education focused on workforce skills are facing increasing demand for distance educational options (Semich & Hineman, 2017). There is no universally accepted method among... More

    pp. 1128-1131

  18. Using Virtual Reality in Online Workforce Development of Staff at a small non-profit organization

    Fallon Brewington, Boys & Girls Club of the Sandhills & North Carolina State University, United States; Michelle Bartlett, North Carolina State University, United States

    This qualitative case study examined the perceptions of implementing virtual reality in online workforce development. Professional development is vital, yet costly. Examining learner perceptions of... More

    pp. 1132-1135

  19. Creating Career Pathways for Learners with a Technical Leadership Degree to Bridge Community Colleges and a Four Year Institution

    Lynn Hummel, Jessica Briskin & Helmut Doll, Bloomsburg University, United States

    Adult learners in Pennsylvania experience difficulty advancing positions within their workplace or changing to a more desirable career without obtaining a bachelor’s degree. Planning began over 10 ... More

    pp. 1136-1142

  20. Open Educational Resources in Community Colleges: Benefits and Challenges

    Geneva Tesh, University of North Texas, United States

    Open Educational Resources (OER) consists of teaching, learning, and research materials under the public domain or an open license that allows free access, adaptation, and use. The open education... More

    pp. 1143-1148