SITE 2006--Society for Information Technology & Teacher Education International Conference
Mar 19, 2006
Editors
Caroline M. Crawford; Roger Carlsen; Karen McFerrin; Jerry Price; Roberta Weber; Dee Anna Willis
Table of Contents
Number of papers: 802
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Increasing Student Achievement Through Meaningful, Authentic Assessment
Nathan Balasubramanian, Angevine Middle School, United States
This paper describes how the author uses an online communication and assessment tool, SchoolFusion, to (a) monitor and manage middle-school students' work and provide them immediate feedback, (b)... More
pp. 3-8
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The Lead IT project: Leading and learning for student success
Marion Barfurth, University of Ottawa, Canada; Hélène Coulombe, Ottawa-Carleton Catholic School Board, Canada; Pierre Michaud, University of Ottawa, Canada
The Lead IT Project of the Ottawa-Carleton Catholic School Board focuses on promoting a design down model of curriculum planning with corresponding assessment practices in a rich information... More
pp. 9-11
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Alternative Strategies in Assessing Online Instructional Delivery Systems
Temba Charles Bassoppo-Moyo, Illinois State University, United States
This study examines alternative assessment approaches in online learning environments within the context of higher education. The study focuses on how to create online electronic portfolios using... More
pp. 12-16
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ePortfolio System for Student Learning and Program Evaluation
Michael Blocher & Laura Sujo de Montes, Northern Arizona University, United States
Individual student assessment and program evaluation has become a crucial aspect of higher educational degree programs. Students enrolled in the online M.Ed. in Educational Technology as Northern... More
pp. 17-21
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Facilitating a Process to Revise and Prepare an Endorsement Program for Accreditation Visits
Marwin Britto, Central Washington University, United States
In the fall of 2004, a review of our library media endorsement program in our Department of Education at our comprehensive regional university was conducted to prepare for new requirements for our ... More
pp. 22-23
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Building A Community of Practice in Electronic Portfolios: Does the Choice of Web-Based Tool Make the Difference?
Chia-Jung Chung, California State University, Sacramento, United States
This paper addresses the design of the web-based tools and its impact on developing concept of "community of practice" in the implementation of electronic portfolios in Teacher Education programs. ... More
pp. 24-29
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Bringing Electronic Portfolios to Middle School Students: A Collaborative Effort with Higher Education
Paul Clark, Bob Goeman & Mark Carnevalo, University of Nebraska at Omaha, United States; Sandy Day, Omaha Public Schools, United States
The University of Nebraska at Omaha's College of Education (UNO) has been using electronic portfolios as part of student assessment since 2000. Recently UNO has begun a collaborative effort with... More
pp. 30-33
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Trainee teachers developing WebQuests as a form of assessment: an assessment tool for all seasons?
Eric Dell, School of Education, University of Hertfordshire, United Kingdom
The Information and Communications Technology (ICT) course under consideration is part of a BEd (Hons) degree. The course tutor's intention was to develop a comprehensive assessment for learning... More
pp. 34-36
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Assessing the Technological Fluency of Preservice Teachers Using a Web-based Model
Brenda Frieden, Pittsburg State University, United States
This presentation incorporates an innovative approach to effectively assess preservice teachers' preparation for the varied technology found in diverse school settings. Experience a dynamic, one-of... More
pp. 37-39
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Electronic Document Center for Accreditation: Basic Principles
Jerry Galloway, Georgia Southern University, United States
This paper presents basic principles for preparing an electronic document center for NCATE accreditation. With considerable data from a recent case, guidelines are detailed, procedures and... More
pp. 40-43
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Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios
Marsha Gladhart & Shirley Kaltenbach, University of Alaska Southeast, United States
In this study, teacher educators, who were also researchers of a graduate capstone course, engaged in action research to better understand the cognitive demands of a final ePortfolio in relation to... More
pp. 44-59
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Meeting NCATE & Learned Society Standards through Chalk and Wire Digital Portfolios
Cheryl Grable, Andrew Hunt & Patrick Pearce, UALR, United States
Abstract: In 2001 the University of Arkansas at Little Rock (UALR) College of Education abolished comprehensive exams for its education students and required them to develop and present digital... More
pp. 60-62
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The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment
Lori B. Holcomb, North Carolina State University, United States; Scott W. Brown & Clarisse O. Lima, University of Connecticut, United States; Jonna M. Kulikowich, The Pennsylvania State University, United States
In recent years, the United States has invested vast amounts of money and resources into the public school system (NCES, 2005). Technology has infused the field education, impacting instruction,... More
pp. 63-68
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Evaluation of Mobile technologies for assessing students’ knowledge improvement
Hsuanchao Huang, Reuben Edwards & Paul Coulton, Department of communication systems Lancaster University England, U.K., United Kingdom
Mobile telecommunication technologies have influenced every aspect of our daily lives, including education. In particular, data communications over wireless service networks allow users to... More
pp. 69-80
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Electronic Portfolio as Pedagogy for Improving Performance: A Literature Review
Winnie Lai & Peter Chan, Brigham Young University Hawaii, United States
Electronic Portfolio (ePortfolio) has a promising role in today's society as students and educators try to better reflect and demonstrate their skills and knowledge than traditional assessments.... More
pp. 81-82
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A Study for the Adult Examinees' Motivation, Barriers, Satisfaction and Post-Exam Reactions on the Computer-based Professional Examinations offered at Securities and Future Institute in Taipei
Chin-Yen Lin, National Taipei University of Technology, Taiwan; Tsung-Hsien Kuo, Securities & Futures Institute, Taiwan; Li-An Ho, Tamkang University, Taiwan; Yen-Ku Kuo, National Taiwan Ocean University, Taiwan
The Testing Center at Securities and Future Institute (SFI) in Taipei, Taiwan proposed a study to investigate its target audiences in terms of the motivations to attend the professional... More
pp. 83-95
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Using Technology to Prepare Teachers through Signature Assessments
Kimberly Walker McAlister, Connie B. Melder, Cathy R. Seymour & Vickie S. Gentry, Northwestern State University College of Education, United States
As a crucial component of the NCATE process for program accreditation, an assessment system delineating specific thresholds of candidate performance which must be completed for program progression ... More
pp. 96-101
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Assessing Pre-Service Teachers Technology Competencies: What have they learned through teacher preparation?
Natalie Milman & Karen Kortecamp, George Washington University, United States
This paper describes the initial findings of a mixed-method, longitudinal study about teacher candidates' technology backgrounds, experiences, and perceptions about using technology. Pre- and post-... More
pp. 102-107
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Assessment in E-Learning Environments: A Comparison of three Methods
Felix Mödritscher, IICM, Graz University of Technology, Austria; Silke Spiel, Karl-Franzens University Graz, Austria; Victor Manuel Garcia-Barrios, IICM, Graz University of Technology, Austria
Considering didactics, assessment is necessary to evaluate the learning process and, thus, also of relevance for the e-learning situation. In fact, it is harder and more problematic to realise them... More
pp. 108-113
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Online Concept Mapping in Distance Teacher Education: Two Case Studies
Kevin Oliver & Dianne Raubenheimer, North Carolina State University, United States
Two faculty members incorporated online concept mapping assessments in their fall 2005 teacher education courses, varying in terms of content depth and participation. Students expressed great... More
pp. 114-119