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Education and Information Technology Annual 2016: A Selection of AACE Award Papers EBOOK

, Open University, The Netherlands & Fernuniversität, Germany ; , AACE, United States ;

Education and Information Technology Annual 2016: A Selection of AACE Award Papers. ISBN 978-1-9397-9722-3 Publisher: Association for the Advancement of Computing in Education (AACE), United States.

Abstract

We are proud to present to you this selection of 25 award winning papers from AACE’s conferences (http://www.aace.org/conf). This year's selection includes papers from the annual conference of the Society for Information Technology & Teacher Education (SITE) in Las Vegas, Nevada, the World Conference on Educational Multimedia, Hypermedia and Telecommunications (Ed-Media) in Montréal, Canada, the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) in Kona, Hawaii and Global Learn in Berlin, Germany. The decision to nominate a conference paper for an award was made by peer reviewers. All authors were honored during the conference and received a certificate that serves as testimony to their outstanding research and contribution to the conference. This AACE finest of 2016 book groups the award winning papers in five parts. These five parts provide a timely overview and record of topics that are of primary interest in educational technology this year:

  • Technology in Education
  • Design and Development
  • Games and Simulations
  • Support and Mentoring
  • Progress and Achievement

Citation

Bastiaens, T.J., Marks, G. & , (Eds.). (2016). Education and Information Technology Annual 2016: A Selection of AACE Award Papers. United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2017 from .

Table of Contents

Introduction3

PART 1 TECHNOLOGY IN EDUCATION

Chapter 1 Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta‐Analytical Research 23
Eugene Borokhovski1, Robert M. Bernard1, Rana Tamim2 & Richard F. Schmid1
1 Centre for the Study of Learning and Performance, Concordia University, Canada   2 College of Education, Zayed University, United Arab Emirates
Chapter 2 Measuring 21st Century Skills in Technology Educators 35
Rhonda Christensen, University of North Texas, USA, Gerald Knezek, University of North Texas, USA, Curby Alexander Texas Christian University, USA, Dana Owens, University of Texas at Arlington, USA, Theresa Overall, University of Maine, Farmington, USA, Garry Mayes, University of North Texas, USA
Chapter 3 Learning Analytics: Principles and Constraints 43
Mohammad Khalil, Social Learning, Information Technology Services, Graz University of Technology, Graz, Austria, Martin Ebner, Social Learning, Information Technology Services, Graz University of Technology, Graz, Austria

PART 2 DESIGN AND DEVELOPMENT

Chapter 4 A Classification Matrix of Examination Items to Promote Transformative Assessment 55
Mark McMahon, Edith Cowan University, Australia, Michael Garrett, Cinglevue International, Australia
Chapter 5 Lessons Learned from Creation of an Exemplary STEM Unit for Elementary Pre‐Service Teachers: A Case Study 65
Matthew Schmidt, University of Hawaii – Manoa, United States, Lori Fulton, University of Hawaii – Manoa, United States
Chapter 6 Fostering Active Knowledge Construction with the TEE‐machine 73
Gregor Damnik, Antje Proske, Hermann Körndle, Psychology of Learning and Instruction, TU Dresden, Germany
Chapter 7 TPACK as shared practice: Toward a research agenda 79
David Jones, University of Southern Queensland, Australia, Amanda Heffernan, University of Southern Queensland, Australia, Peter R. Albion, University of Southern Queensland, Australia
Chapter 8 A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences 87
Dawn Hathaway and Priscilla Norton, George Mason University, USA
Chapter 9 Applying an Action Research Model to Learning (Re)Design 95
Mitchell Parkes University of New England, Australia, Peter Fletcher
University of New England, Australia, Sarah Stein
University of Otago, New Zealand
Chapter 10 Using ADDIE to Design Online Courses Via Hybrid Faculty Development 105
Michelle Fulks Read, PhD Texas State University, United States, Gwendolyn Morel, MS
Texas State University, United States, Danyelle Hennington, M.A. Texas State University, United States
Chapter 11 Dialogue Design System to Share Information and Construct Knowledge 111
Päivi Aarreniemi‐Jokipelto HAAGA‐HELIA
School of Vocational Teacher Education, Finland, Yukari Makino Faculty of Informatics, Kansai University, Japan

PART 3 GAMES AND SIMULATIONS

Chapter 12 Investigating the Development of TPACK Knowledge through Gamification 125
Candace Figg, Brock University, Canada, Kamini Jaipal‐Jamani, Brock University, Canada
Chapter 13 Gamification of an Information Security Management Course 135
John Vail, Florida State College at Jacksonville, United States
Chapter 14 Challenges and opportunities in employing game development in computer science classes 141
Oswald Comber, Renate Motschnig,University of Vienna, Faculty of Computer Science, 1090 Vienna, Austria
Chapter 15 Students’ Conceptual Understanding of Leadership in a Global World: Learning via a Web‐based Simulation of Political and Economic Development 151
Seungoh Paek, Learning Design and Technology, University of Hawai‘i at Mānoa, United States, Daniel L. Hoffman, Kamehameha Schools, United States
Chapter 16 Ready to Practice? Learning skills using digital simulated patients 157
Nataly Martini, School of Pharmacy, Faculty of Medical and Health Sciences, University of Auckland, New Zealand, Ashwini Datt, Centre for Learning and Research in Higher Education, University of Auckland, New Zealand, Anuj Bhargava, Department of Physiology, Faculty of Medical and Health Sciences, University of Auckland, New Zealand, Craig Webster, Centre for Medical and Health Sciences Education, University of Auckland, New Zealand
Chapter 17 Serious Mathematics Games: Making them Happen in Elementary Schools 163
Beth Bos, Texas State University, USA
Chapter 18 Mobile Learning for Learners With and Without Disabilities in K‐12 Education Settings 171
Jingrong Xie, James D. Basham, Ph.D., The University of Kansas

PART 4 SUPPORT AND MENTORING

Chapter 19 Examining the Effects of Employing Various Multimedia Tools in a Flipped Classroom on Pre‐Service Teachers’ Self Efficacy and Knowledge Application Abilities 181
Aileen J. Watts, College of Education, Arkansas Tech University, Mohamed Ibrahim, College of Education, Arkansas Tech University
Chapter 20 Implementation of the Inverted Classroom Model for Theoretical Computer Science 187
Karsten Morisse, Faculty of Engineering and Computer Science, University of Applied Sciences Osnabrueck, Germany
Chapter 21 Online mentoring for secondary pre‐service teachers in regional, rural or remote locations 197
Petrea Redmond, School of Teacher Education and Early Childhood, University of Southern Queensland, Australia
Chapter 22 Collaborative Learning Through Drawing on iPads 205
Michael Spitzer, Institute for Information Systems and Computer Media, Graz University of Technology, Austria, Martin Ebner, Social Learning ‐ Computer and Information Services, Graz University of Technology, Austria

PART 5 PROGRESS AND ACHIEVEMENT

Chapter 23 Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses 217
Kristi Bordelon, Ph.D., KB Consulting
Chapter 24 Interaction, Satisfaction, and Perceived Progress in Online Language Courses 223
Chin‐Hsi Lin, Binbin Zheng, Yining Zhang, Michigan State University, United States
Chapter 25 Keeping It Real: Factors that Impact Social Presence, Feelings of Isolation, and Interactivity in Online Learning 231
Franco Taverna, Ph.D.,Senior Lecturer, Human Biology Program, University of Toronto, Canada, Lena Paulo Kushnir, Ph.D.,Assistant Professor, Psychology,OCAD University, Canada, Kenneth Berry, M.Sc., Research Associate, OCAD University, Canada, Laurie Harrison, M.Ed. Director, Online Learning, University of Toronto, Canada