SITE Interactive Conference
Oct 05, 2022
Editors
Liz Langran; Danah Henriksen
Table of Contents
Number of papers: 66
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Creating the SPRY Network - a mid-scale infrastructure for STEM education equity
Gerald Knezek, IITTL University of North Texas, United States; David Gibson, UNESCO & Curtin University, United States; Tandra Tyler-Wood, IITTL - University of North Texas, United States; Cheryl Ishii, Hawaii Free STEM Academy - University of Hawaii, United States
: Intended for scholars and practitioners interested in monitoring how policy, ethics, and big data impact society, this panel discussion will introduce and seek input for a new project – the SPRY ... More
pp. 1-3
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Computer Games for Global Issues
Carol Redfield, St. Mary's University, United States
Jane McGonigal from the Institute for the Future says that we, humanity, need to play 21 billion hours of computer games to solve big world problems. Katie Patrick discusses how to make societal... More
pp. 4-10
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Engage Me! Research-based Best Practices for Student Engagement Using Microsoft Teams in Middle School
Ann Armstrong & Karen Barbee, Northcentral University, United States
Many faculty were forced to teach online with inadequate training or resources, affecting student academic performance because of COVID-19. The ultimate goal of this study was to help K-12 teachers... More
pp. 11-18
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Learning Management Systems: Adaptable Mirrored Classroom Design for In-Service Teacher HyFlex Preparedness
Stephen Arnold, University of Arizona, United States
This paper and presentation will synthesize the findings of a study conducted in a co-convened undergraduate/graduate course on designing instruction to be easily repurposed among face-to-face,... More
pp. 19-20
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A Typology of Hybrid Online Activities
Merav Asaf, Kaye Academic College of Education, Israel
With the very hasty transition to distant learning in March 2020, new challenges have aroused. Many students, especially young parents and students from low socio-economic backgrounds, could not... More
pp. 21-24
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Equipped for Success: Overcoming Obstacles to Technology Configuration & Integration in ActiveFlex classrooms
Letitia Bergantz, Adam St. John & Mark Gale, Athens State University, United States
With changes in traditional teaching and a shift to online learning, faculty and staff embraced video conferencing tools, new learning software, and various apps. To reach more students across... More
pp. 25-27
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Online Discussions and Perusall: Building Deeper Knowledge, Expanding Collaboration, and Increasing Community Engagement
Teresa Coffman, University of Mary Washington, United States
Creating discussion in an online classroom as well as developing a supportive community of learners requires intentional course design. One that creates a virtual learning experience that provides ... More
pp. 28-31
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Helping and Hindering Engagement from the Student Perspective
Christina Davison, Zayed University, United Arab Emirates
Even pre-COVID-19, it was widely accepted that by increasing student engagement, student achievement of learning outcomes could be improved (Trowler & Trowler, 2010) . After shifts to the learning ... More
pp. 32-33
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A VIRTUAL SUMMER TECHNOLOGY CAMP’S IMPACT ON ELEMENTARY STUDENTS’ STEM ATTITUDES, STEM CAREERS, 21st CENTURY SKILLS, AND GROWTH MINDSET: ITECH-STEM
Bulent Dogan, University of Houston, United States
This paper presents research results of the Innovative Technology Challenges for Science, Technology, Engineering, and Mathematics (ITECH-STEM) project developed for elementary-aged children... More
pp. 34-41
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Using Pear Deck as an Inclusive Digital Learning and Professional Development Tool in Higher Education
Cassandra Drake, California State University, Stanislaus, United States
This session will provide attendees with an interactive demonstration of how Pear Deck can be utilized in higher education or professional development as an engaging and inclusive teaching strategy... More
pp. 42-43
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LIGHTning IDEAs and Pillars that Support Learning and Engagement
Susan Elwood, Kelli Bippert & Misty Kesterson, Texas A&M University Corpus Christi, United States
This session provides background information and an initial model for responding to the key question: How can we design online and blended environments to engage students more efficiently in... More
pp. 44-51
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Para-social Interaction as Impact on Online Education
Sarah Everett, East Stroudsburg University, United States; Mark Piwinsky, Indiana University of Pennsylvania, United States; Erin Lewis, Pennsylvania Western Univeristy, United States; Lacey Fulton, Pennsylvania Western University, United States
While asynchronous video does allow for a face to be associated with the content of the course, there is still a lack of engagement between the instructor and student because the interaction does... More
pp. 52-55
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Teaching Strategies for Finding and Creating Video Content for Blended and Online Courses
Leaunda Hemphill & Hoyet Hemphill, Western Illinois University, United States
Using videos for instructional purposes can be an effective way to support student learning through interaction and engagement in blended and online courses. Unfortunately, the large number of... More
pp. 56-58
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Using Telepresence Robots for Hybrid Learning – Almost Like Being There
Karen Hickenbottom & David Wicks, Seattle Pacific University, United States
This exploratory study examined telepresence robots' role in helping remote students perceive a sense of embodiment, social presence, and engagement in a hybrid classroom. The study used a... More
pp. 59-63
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Preparing K-12 Teachers for the Reality of an Increased Need for Online and Blended Learning
Charles Hodges, Georgia Southern University, United States; Michael Barbour, Touro University California, United States; Richard Ferdig, Kent State University, United States
The COVID-19 pandemic exposed issues related to online and blended learning in K-12 schools. In this paper, the authors focus on recommendations to prepare pre-service and in-service teachers for... More
pp. 64-69
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Transformation in Online Learning: Redesigning Online Courses to Include Faculty and Student Support.
Erica Hutton, Lees-McRae College, United States; Jenny S Wakefield, Lees-MacRae College, United States
At a college, growing in online learning as part of a new strategic plan, Program Coordinators and an Instructional Designer worked together to improve online learning for faculty and students by... More
pp. 70-73
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How to Design HyperDocs for Accessibility, UDL, and SEL in Blended Teaching and Learning Spaces
Liz Kolb, University of Michigan, United States
When the COVID-19 pandemic forced both teacher preparation and K-12 instructors to move to emergency remote learning, most instructors did not have ample time to consider all the needs of their... More
pp. 74-78
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Using Virtual Manipulatives to Conceptually Teach the Division of Fractions Using the Set Model
Terri L. Kurz & Tirupalavanam Ganesh, Arizona State University, United States; Feyza Kurban, Necati Topay Mesleki ve Teknik Anadolu Lisesi, Turkey; H. Bahadir Yanik, Anadolu University, Turkey
Virtual manipulatives are a supportive tool to teaching fractions in a remote setting, as screens can be shared and problems can be explored as a class. For students who are new to dividing... More
pp. 79-82
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The Effect of COVID-19 on High School Computer Science Growth in Alberta
Quinn McCashin, Michael Carbonaro & Catherine Adams, University of Alberta, Canada
Computer Science (CS) is an emerging subject area in education worldwide. In Alberta, Canada, CS programs had rapidly grown (average annual growth rate of 33.5%) in the decade prior to COVID-19.... More
pp. 83-87
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Designing Digital Assessment Strategies in Teacher Preparation
Michael McVey, Eastern Michigan University, United States
Against an ecosystem where online tools and other digital applications for assessing student learning have become increasingly refined and powerful, this paper discusses the challenges of preparing... More
pp. 88-98
