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