You are here:

SITE 2007--Society for Information Technology & Teacher Education International Conference

Mar 26, 2007


Roger Carlsen; Karen McFerrin; Jerry Price; Roberta Weber; Dee Anna Willis

Search this issue

Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 702

  1. Technology, Content and Pedagogy: United in Pre-Service Teacher Instruction

    Kathleen Burns, MacMurray College, United States

    This paper explores the construction of a course in educational technology for pre-service teachers. The authors experience in implementing a wireless technology program in a high school setting... More

    pp. 2177-2179

  2. Developing Technological Pedagogical Content Knowledge in Preservice Math and Science Teachers

    Rose Cavin & Maria Fernández, Florida State University, United States

    The concept of Technological Pedagogical Content Knowledge [TPCK] is defined as an awareness of the strategies that incorporate the use of technology to create a student-centered learning... More

    pp. 2180-2186

  3. Authentic Learning with Geospatial Data: An Investigation of the use of Real-Time Authentic Data with Geospatial Technologies in the K-12 Classroom

    Aaron Doering & George Veletsianos, University of Minnesota, United States

    This research examines how seven classrooms of middle-school students from the Midwest and Northwest United States used real-time authentic data, provided through an online hybrid adventure... More

    pp. 2187-2193

  4. TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts

    Aaron Doering & Joan Hughes, University of Minnesota, United States; Denise Schmidt, Iowa State University, United States; Neal Grandgenett, University of Nebraska at Omaho, United States; Jon Margerum-Leys, Eastern Michigan University, United States; Cassandra Scharber, University of Minnesota, United States

    Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for... More

    pp. 2194-2195

  5. How Effective is the Production of Specialty-Area Instructional Technology Plan (As a Project), On Pre-Service Teachers’ Technology Infusion Skill

    Mercy Fapojuwo, Shaw University, United States

    Abstract: This study solicited for advanced Instructional Technology students' perceptions, in an advanced course, on how the development of Specialty-area Instructional Technology Plan (as a class... More

    pp. 2196-2197

  6. Online Graduate Studies in Art Education: Promising Strategies for Stimulating Higher Order Thinking in Asynchronous Discussion Forums

    Diane Gregory, Texas Woman's University, United States

    The presenter will provide examples of promising social constructivist strategies for stimulating higher order thinking in online graduate courses in art education. These strategies are: 1.... More

    p. 2198

  7. Culturally Sensitive Teaching with Technology: Implementing TPCK in Culturally Mixed Contexts

    Mario Kelly, Hunter College, United States

    The use of technology in teaching has the potential to exacerbate cultural, socioeconomic, ethnic, and linguistic differences in achievement. Preventing technology from doing so requires high... More

    pp. 2199-2202

  8. Integration of Content and Technology in an Undergraduate Research Course

    Bonnie McCormick & William Thomann, University of the Incarnate Word, United States

    There is general agreement among many organizations that undergraduate science teaching to provide students with opportunities to learn through inquiry and to investigate real-world problems. The... More

    pp. 2203-2207

  9. Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online

    Punya Mishra, Lisa Peruski & Matthew Koehler, Michigan State University, United States

    Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a "learning technology by design" class, faculty and students... More

    pp. 2208-2213

  10. Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology

    Punya Mishra & Matthew J. Koehler, Michigan State University, United States

    We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two ... More

    pp. 2214-2226

  11. The Claims of Games: A Comprehensive Review and Directions for Future Research

    Punya Mishra & Aroutis Foster, Michigan State University, United States

    Educational games have become the lightning rod for learning and preparing a future skilled workforce. Both the people, who argue against and for games agree that learning is possible, but what is ... More

    pp. 2227-2232

  12. How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.

    Janet Murphy, York University/York Region District School Board, Canada

    Since its inception in 2000 the Advanced Broadband Enabled Learning (ABEL) program has developed a blended learning service that enhances teacher and faculty professional practice and improves... More

    pp. 2233-2237

  13. Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets

    Margaret Niess, Oregon State Univ., United States

    Research is needed to identify professional development for mathematics teachers in their process of learning to integrate spreadsheets as a mathematical learning tool. Technology pedagogical... More

    pp. 2238-2245

  14. A Student-written WikiText for a Foundations Course in Education

    Patrick O'Shea, Old Dominion University, United States; Daniel Curry-Corcoran, Newport News Public School, United States; Peter Baker & Dwight Allen, Old Dominion University, United States; Douglas Allen, University of Denver, United States

    This paper describes the design and implementation of a student developed online textbook for a educational foundations course. Data analysis is included to indicate current student perceptions of... More

    pp. 2246-2253

  15. A Technological-Pedagogical-Content Model for Developing Technology-Enhanced Curriculum

    Melissa Pierson, Univ. of Houston, United States

    : This session will present a conceptual and practical model of pedagogical considerations for planning technology-enhanced curriculum. The model emerged as a tool to understand how technology can... More

    pp. 2254-2257

  16. What is the Common Ground between TCPK (Technological Pedagogical Content Knowledge) and Learning Objects?

    W. Curtiss Priest, MIT and the Center for Information, Technology & Society, United States

    Various efforts have contributed to the construction of learning objects. However, there have been few unifying frameworks for K-12 pedagogy related to knowledge objects. We still need to... More

    pp. 2258-2262

  17. Revisiting the Required Technology Course: Making Learning Contextual and Meaningful!

    Denise Schmidt, Cynthia Garrety & Sonia Gakhar, Iowa State University, United States

    Teacher educators are constantly faced with developing effective and innovative approaches for teaching preservice and inservice teachers not only how to use technology, but how to teach with... More

    pp. 2263-2266

  18. Online Community of Practice for In-service Faculty Development of Technological Pedagogical Content Knowledge (TPCK)

    Lin Sun, New York University, United States; Liping Deng, The University of Hong Kong, Hong Kong

    Community of Practice (CoP) with knowledge management is applied as the theoretical framework for in-service faculty development of Technological Pedagogical Content Knowledge (TPCK) to enhance... More

    pp. 2267-2271

  19. Educational Technology and World Language Teachers

    Marcela van Olphen, College of Education - University of South Florida, United States

    Drawing from the works of Shulman (1987), Koehler & Mishra (2005), and Mishra & Koehler (2006), this presentation aims to promote dialogue and to advance current understanding of the types of... More

    pp. 2272-2277

  20. Design and implementation of a learning environment for student complex thinking in economics and land use planning

    Elizabeth Wellman, Bard College MAT, United States; Stacia Snow, Kingston N.Y., High School, United States

    Abstract This is a Design Based Research (DBR) effort focused on exploring the interaction between technology, pedagogy, content knowledge (TPCK) which informs the iterative instructional design... More

    pp. 2278-2283