You are here:

EdMedia: World Conference on Educational Media and Technology

Jun 25, 2018


Theo Bastiaens; Johan Van Braak; Mark Brown; Lorenzo Cantoni; Manuel Castro; Rhonda Christensen; Gayle V. Davidson-Shivers; Koen DePryck; Martin Ebner; Mikhail Fominykh; Catherine Fulford; Stylianos Hatzipanagos; Gerald Knezek; Karel Kreijns; Gary Marks; Erkko Sointu; Elsebeth Korsgaard Sorensen; Jarmo Viteli; Joke Voogt; Peter Weber; Edgar Weippl; Olaf Zawacki-Richter

File: Cover & Title Pages

File: Table of Contents

Search this issue

Table of Contents

This conference has 14 award papers. Show award papers

Number of papers: 308

  1. Exploring Local Public Places: Geography Fieldwork and Story Maps with Preservice Teachers

    Todd Kenreich, Towson University, United States

    With growing interest in more authentic, geospatial data to support inquiry learning, this qualitative study explores the beliefs of ten preservice social studies teachers about the use of a Story ... More

    pp. 637-642

  2. Reflective Practice of Pre-service Mathematics Teachers in an Asynchronous Online Discussion Forum

    Wilfred W.F. Lau, The Chinese University of Hong Kong, China

    This study examined the reflective practice of 22 pre-service mathematics teachers (PMTs) as they performed a peer review of teaching through reflection in a group-based asynchronous online... More

    pp. 643-647

  3. Investigation and Analysis of TPACK Status of STEM Teachers in China

    Shuaishuai Li, East China Normal University,Department of Education, Department of Educational Technology, China

    With the continuous improvement of social demands for qualified talents, STEM education aimed at cultivating innovative and complex talents is being popularized worldwide. Teachers are key players ... More

    pp. 648-652

  4. The beliefs of high school preservice teachers about their role in the development of students' digital competence.

    Jean Gabin Ntebutse, Charles Bourgeois & Amanda Lopez, Université de Sherbrooke, Canada

    Starting from a controversy about the digital competence of digital natives, this exploratory qualitative study examines the beliefs of high school preservice teachers with regard to their future... More

    pp. 653-658

  5. An exploratory study on Happiness from Happiness Education for Teacher

    Bokmi Park, Seoul National University, Korea (South); Jungeun Woo, Seoul national university, Korea (South); Yunhee Lee, Seoul national univetsity, Korea (South)

    Teachers’ happiness plays an important role on a school. This research explores the change on the feeling of happiness of teachers taking courses on teachers’ happiness college, which was developed... More

    pp. 659-660

  6. “Call me Storyteller”: Using Poetry to Remix the Digital Storytelling Process

    Joe Sanchez, Queens College, United States

    This paper is an analysis of a multimedia project conducted over a six-week period in a graduate level course offered to pre-service school library and media specialist. The goal of this class is... More

    pp. 661-666

  7. Best of Finland: Perspectives for the Pre-service Teachers’ Readiness to Take Advantage of ICT in Education

    Teemu Valtonen, Erkko Sointu & Jari Kukkonen, University of Eastern Finland, Finland; Kati Makitalo, Oulu University, Finland

    This paper focuses on first-year pre-service teachers’ readiness to use Information and Communication Technology (ICT) in education. Readiness to use ICT in education is studied as part of 21st... More

    pp. 667-674

  8. Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 1

    Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Henk Sligte, Kohnstamm Instituut, Netherlands; Anneke Smits, Windesheim University of Applied Sciences, Netherlands; Ottavia Trevisan & Marina de Rossi, University of Padua, Italy; Erkko Sointu & Teemu Valtonen, University of Eastern Finland, Finland; Matthew C. Lambert, University of Nebraska-Lincoln, United States; Jenni Kankaanpää, Laura Hirsto & Kati Mäkitalo-Siegl, University of Eastern Finland, Finland; Jo Tondeur, Vrije Universiteit Brussel, Belgium

    A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers ... More

    pp. 675-678

  9. An Efficient Supportive Approach to Improve Online Course Quality

    Xuemei Li, Norfolk State University, United States

    Many institutions have implemented an auto workflow between the Student Information System and the Learning Management System to generate courses and users. In Norfolk State University, this auto... More

    pp. 679-681

  10. Experiences of teachers in an online course on the PBL approach: the perception of the teacher's role in the digital age

    Orit Avidov-Ungar, The Open University, Israel & Achva Academic College, Israel, Israel; Dina Tsybulsky, School of Education, Achva Academic College, Shikmim, Israel & School of Education, Tel-Aviv Univers, Israel

    Our research traced significant learning experiences of teachers (n=55) studying in a teacher-training college for a Master's degree, in the attempt to understand how the learning experience in an ... More

    pp. 682-691

  11. Flexible Learning: Examining a Competency-Based Program

    Kim Livengood & Raelye Self, Angelo State University, United States

    To meet student needs, flexible education programs need to be developed. One type of flexible program is a competency-based program, which allows students to consider prior knowledge and focus on... More

    pp. 692-696

  12. "And That's How It All Began": A Qualitative Exploration of Factors of Motivation in Early Experiences with Learning Computer Science

    Sadia Sharmin, University of Toronto, Canada

    Introductory Computer Science (CS) for undergraduate students is a course with reportedly disappointing results in terms of student performance, across multiple institutions. Several existing... More

    pp. 697-702

  13. The Effect of a Teacher’s Belief System on Online Japanese Course Development

    Mayumi Shibakawa, University of Shiga Prefecture, Japan

    In this paper, I specifically focused on teacher’s belief system that impacted the course development. Utilizing the methodology called Formative and Design Experiments (FDE), a Japanese language... More

    pp. 703-708

  14. Summative Evaluation of a Script-based Distance Training Course on Media Pedagogy for Teachers

    Klaus Stiller & Regine Bachmaier, University of Regensburg, Germany

    We describe the distance training “Media Pedagogy for Teachers” and its summative evaluation. The training was a contribution to the field of continuing vocational training on media pedagogy for... More

    pp. 709-718

  15. Evaluating the Effectiveness of Animated Cartoons in an Intelligent Math Tutoring System Using Educational Data Mining

    Giora Alexandron, Weizmann Institute of Science, Israel; Gal Keinan, Ben Levy & Sara Hershkovitz, The Center for Educational Technology, Israel

    We study the effectiveness of animated cartoons in an Intelligent Tutoring System (ITS) that teaches Fractions for 4th grade. By examining viewing patterns, and the relation between viewing and... More

    pp. 719-730

  16. A Messaging Framework for Online Educators

    Karen Gebhardt & Kelly McKenna, Colorado State University, United States

    Messaging, such as emails, announcements, alerts, or phone calls, are often used as a way to inform or clarify course content or expectations, remediate or encourage student performance, or to... More

    pp. 731-735

  17. Should You Go for Smartphones at School? How the Use of Modern Media in Class Influences IT-Competences

    Walther Nagler, Maria Grandl, Maria Haas, Martin Schön & Martin Ebner, Educational Technology, Graz University of Technology, Austria, Austria

    Since 2007, Graz University of Technology has been conducting an annual poll amongst its first-year students about their IT preferences and competence. On the basis of more than 8600 data records, ... More

    pp. 736-744

  18. The Impact of Additional Early Feedback on Doctoral Capstone Proposal Approval

    Michelle Stallone Brown & Beate Baltes, Walden University, United States

    Approximately 40% of doctoral students are unable to complete their independent capstone research at the conclusion of their coursework and of those who do complete the capstone, time to completion... More

    pp. 745-750

  19. Collaborative Evaluation of the use of curriculum mapping to track program learning outcomes

    Davina DeVries & Beth Jordan, University of South Florida Health, United States

    A college of pharmacy requested their internal technology, instruction, evaluation, and design team to assist the curriculum committee in determining if the four-year Pharmacy Doctorate program was... More

    pp. 751-752

  20. A Case Study of Quality Management for Online Education Performance Improvement in Korea.

    Hyeon Dae Rha, Hoi Seok Yang & Byeong Jun Ju, Soongsil University Graduate School of IP Policy and Management, Korea (South)

    The Fourth Industrial Revolution means a transition to intelligent information society as a result of the advancement of IT technology. The need for online education is growing in consideration of ... More

    pp. 753-758