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Society for Information Technology & Teacher Education International Conference

Mar 29, 2021


Elizabeth Langran; Leanna Archambault

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Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 288

  1. An Interaction Effect between Gender and Scaffolding Strategy during an Intervention about how to Teach Young Learners to Think Computationally with a Floor Programmable Robot

    Charoula Angeli, University of Cyprus, Cyprus

    In this study, the authors hypothesized that scaffolding would play a significant role in the development of children’s computational thinking skills during learning with the Bee-Bot because the... More

    pp. 1-6

  2. Examining the Effects of Scaffolded Programming Activities with Robots on Pre-service Teachers’ Computational Thinking

    Charoula Angeli, University of Cyprus, Cyprus

    Computational thinking is an essential skill for people to develop so that they can manage challenges in their personal and professional lives. Accordingly, during the last decade, lots of efforts ... More

    pp. 7-16

  3. An Accessible Computing Curriculum for Students with Autism Spectrum Disorders

    Abdu Arslanyilmaz, YSU, United States; Margaret Briley, Youngstown State University, United States; Mary Beth Loto, Potential Development, United States; Carolyn Fernberg, Potential Development Program, United States; Gabriel Beadle & Jeffrey Coldren, Youngstown State University, United States

    CT as an essential 21st-century skill and knowledge will be instrumental to new discovery and innovation in all fields of endeavor, and therefore, computing should be taught to all students... More

    pp. 17-23

  4. Assisting K-12 Teachers to Make the Connection between Computational Thinking in Cybersecurity Unplugged Activities and Mathematical Mindset through A Cybersecurity Micro-credential

    Andrea Burrows, Mike Borowczak, Bekir Mugayitoglu, Caitlin Kennedy, Amanda Carson, Caitlin Person & Alexander Finch, University of Wyoming, United States

    This poster focuses on K-12 STEM teachers' computational thinking while using unplugged cybersecurity activities and exploring cybersecurity applications within self-paced micro-credentials. As a... More

    pp. 24-28

  5. Developing Computational Thinking in Young Learners via Robotics: A Review of Literature

    Yu-Hui Ching & Yu-Chang Hsu, Boise State University, United States

    This paper analyzed 20 peer-reviewed empirical studies on the development of computational thinking in young learners (pre-kindergarten to 6th grade) through educational robotics. The analysis... More

    pp. 29-34

  6. Teacher Perspectives on a Narrative-Centered Learning Environment to Promote Computationally-Rich Science Learning through Digital Storytelling

    Jennifer Houchins, North Carolina State University, United States; Kimkinyona Cully, WestEd, United States; Danielle Cadieux Boulden, Kevin Oliver, Andy Smith, James Minogue & Bradford Mott, North Carolina State University, United States; Rasha Elsayed, Aleata Hubbard Cheuoua & Cathy Ringstaff, WestEd, United States

    Elementary school teachers are increasingly looking to incorporate computational thinking (CT) into their practice. Unlike middle and high school where CT is often integrated into a single subject,... More

    pp. 35-40

  7. The Design and Implementation of Computational Thinking Assessment Based on Life Situation for Kindergarten

    Yunmeng Liu & Xiaohua Yu, Faculty of Education, East China Normal University,China, China

    Computational thinking(CT) is a hot research topic in K-12 education, which advocates use computer science knowledge or technology to solve real problems in life. The level of CT can be measured by... More

    pp. 41-46

  8. Are affective factors a good predictor of computational thinking? Examining the role of affective factors based on a conceptual model.

    Hyunchang Moon & Jongpil Cheon, Texas Tech University, United States

    Although computer science (CS) is becoming a part of a regular curriculum in both K-12 and higher education, affective factors influencing computational thinking (CT) and problem-solving skills... More

    pp. 47-52

  9. The Evaluation System and Case Study of Computational Thinking - oriented Programming Game

    Meijiu Wu, Guanqun Liu, Qinghui Han & Jing Nie, East China Normal University, China

    Educational programming games play an important role in cultivating computational thinking. However, there is a relatively lack of evaluation research on programming games, which cannot reflect the... More

    pp. 53-59

  10. Supporting the Needs of Culturally Diverse Learners in Online Learning Environments

    Shernette Dunn, Florida Atlantic University, United States

    Students from all backgrounds and cultures have been taking online classes due to the convenience and flexibility this mode of delivery affords many students, especially students who are considered... More

    pp. 60-63

  11. Extending Compassion to Online Students

    Michelle Bartlett & Carrol Warren, North Carolina State University, United States

    Stress has been found to negatively impact student learning and success (Kassymova et al., 2019). The pandemic has presented opportunities for educators to re-think the delivery of online... More

    pp. 64-66

  12. Inclusive Instructional Technology Practices Implemented During COVID-19 to Reimagine Future Course Design

    Michelle Bartlett, Carrol Warren & Jordan Dolfi, North Carolina State University, United States

    COVID-19 prompted a shift for the need to seek the urgent adaptation of more inclusive online teaching and learning practices (​Hodges, Moore, Lockee, Trust, & Bond., 2020)​. The need for practices... More

    pp. 67-74

  13. HyFlex: From Brick to Click

    Letitia Bergantz & Mark Gale, Athens State University, United States

    Student dynamics are changing and the traditional student is no longer the norm. Up to 75% of students currently identify as Nontraditional Adult Learners (Bodfish, 2002). These students often work... More

    pp. 75-80

  14. Carl Rogers, Instructor Feedback, and Enhancing Teacher-Student Interactions Online

    Denise Bockmier-Sommers, University of Illinois Springfield, United States; Len Bogle, university of Illinois Springfield, United States; Brian Chen, Christie Magoulias, Jennifer Martin & Karen Swan, University of Illinois Springfield, United States

    The work described in this paper built on research which explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework, which posits a... More

    pp. 81-90

  15. Design and Implementation of Online Fusion Reading for Adolescents with Limited Reading Proficiency

    Irma Brasseur-Hock & Ling Zhang, University of Kansas Center for Research on Learning, United States

    This presentation is to demonstrate the development of an online adaptive, comprehensive, and research-based adolescent reading program called Fusion Reading Program (FRP) that holds the potential ... More

    pp. 91-93

  16. Our Experience Piloting HyFlex with a Multi-Approach Option in a Teacher Education Program

    William Bratberg, Shannon Clapsaddle & Robin Smith, Southeast Missouri State University, United States

    Shifting to remote instruction in a crisis requires a different set of best practices (Darby, 2020; Reich et al, 2020; Snelling & Fingal, 2020). Southeast Missouri State University recruited... More

    pp. 94-98

  17. Students’ Self-regulated Learning in Synchronous Distance Education:A Control-value Perspective

    Xinyu Chang, Qihui Zhang & Bian Wu, East China Normal University, China

    Synchronous distant education is receiving growing attention in higher education, especially during the Covid-19 pandemic. Self-regulation is recognized as a critical factor for successful... More

    pp. 99-105

  18. Teaching in the Moment: The Five Good Things

    Nancy Chapko, Wisconsin Technical Colleges, United States

    The Covid-19 pandemic with its urgency to transition to online and remote learning caused educators to re-imagine the usual teaching context. While many were challenged to immediately adapt their... More

    pp. 106-109

  19. Re-thinking formative assessments and empowering self-regulated learners in an asynchronous online chemical engineering bridging course

    Ritushree Chatterjee & Monica Lamm, Iowa State University, United States

    In the realm of online learning, it is paramount to create meaningful activities that enhance learning and engagement in the course. Effective formative assessments and feedback mechanisms have the... More

    pp. 110-119

  20. A Combination of Robust Course Design, Timely Feedback, and Flexibility for Dealing with Emergency Situations

    Li-Ting Chen & Leping Liu, University of Nevada, Reno, United States

    As a result of the novel coronavirus disease outbreak in the US in March 2020, many US higher education institutions required instructors to move all their courses online. In fall 2020, many... More

    pp. 120-126