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

Mar 26, 2007

Editors

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

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Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 702

  1. Information technology literacy (ITL) for post secondary teachers in context

    Luz Quiroga & Martha Crosby, University of Hawaii, United States; Gladys Matus, Universidad of Playa Ancha, Valparaiso, Chile, Chile

    As part of a study we are conducting regarding ITL needs in Hawaii and Chile, we are now presenting preliminary findings concerning the ITL needs of post secondary teachers. Research methods and... More

    pp. 2617-2622

  2. Mentoring Faculty to Use Technology: Statewide Findings from Portfolio Analysis

    Rachel Rivers, University of Hawaii, United States

    The University of Hawaii (UH) developed a model of institutional change for technology integration based on faculty mentoring. The Technology Intensive Courses (TI) model uses graduate students as ... More

    pp. 2623-2631

  3. Virtual Dubuque: Investigating Local Topics Using Problem-Based Learning and an Interdisciplinary Approach

    Scott Scheuerell, Loras College, United States

    Pre-service teachers at Loras College participated in a "Virtual Dubuque" project where they investigated local topics using a problem-based approach and interdisciplinary learning. The students... More

    pp. 2632-2635

  4. The PT3 Crossroads Project: Searching for Technology-PCK and Results

    Mary Shoffner, Georgia State University, United States

    The goal of our four-year Preparing Tomorrow's Teachers to Use Technology Grant (Crossroads) was to prepare technologically proficient teachers to teach in urban classrooms by addressing the... More

    pp. 2636-2640

  5. Scaling up from University to Elementary School: Teaching Technology to Teachers

    Alison Shook, University of West Georgia, United States; Michele Mislevy, Albright College, United States; Barbara McKenzie, University of West Georgia, United States

    We hypothesized that increasing the use of technology in college courses would lead to greater use of technology by pre-service teachers. We found barriers and facilitators on each level in... More

    pp. 2641-2642

  6. Preparing Pre-Service Teachers for the Technology Realities of Public Schools

    Harry Tuttle, Syracuse University, United States

    Syracuse University's School of Education realizes that most pre-service teachers have not explored the many aspects of technology integration that contribute to better student learning. A data... More

    pp. 2643-2644

  7. Shifting Visions: The Elusive Promise of ePortfolio-related Outcomes

    Kirk Vandersall, Arroyo Research Services, United States; Joyce Morris, Sandra Lathem & Jing Qi, University of Vermont, United States

    Abstract: In 2003, the [University] received a four year grant to study the comparative effects of implementing three discreet approaches to ePortfolio development across five colleges of education... More

    pp. 2645-2650

  8. Three Years after PT3: How Are Our Clinical Faculty Using Technology?

    Rachel Vannatta, Savilla Banister & Cindy Ross, Bowling Green State University, United States

    Three years ago, approximately 41 area K-12 teachers, who also served as clinical faculty to our student teachers, participated in intensive technology training through our PT3 grant, call Project ... More

    pp. 2651-2655

  9. Technology Integration by New Teachers: Is College Preparing Our Future Educators?

    Lorrie Webb, Texas Wesleyan University, United States

    Technology integration has long been an issue in schools (Edyburn & Gardner, 1999). Preservice teachers have been graduating only to find themselves in schools where technology is prevalent and its... More

    pp. 2656-2662

  10. Pre-Service Teachers’ Confidence and Perspectives in Using Graphing Calculator Technology for Learning and Teaching

    George (Guoqiang) Zhou & Irina Lyublinskaya, City University of New York, United States

    To prepare teachers to use technology in teaching, calculator technology was integrated into a double-sectioned science methods course. The purpose of this study was to find out how pre-service... More

    pp. 2663-2672

  11. Facilitative Strategies for Enhancing Knowledge Construction through Asynchronous Discussion in an Online Art Course

    Alice Lai, SUNY-Empire State College, Center for Distance Learning, United States; Lilly Lu, Northern Illinois University, United States

    As asynchronous online discussion becomes an important component in online courses, scholars are increasingly concerned with instructor online discussion facilitative strategies and how they impact... More

    pp. 2673-2680

  12. Integrating Geospatial Technologies in Teacher Education

    Judy Lambert, The University of Toledo, United States

    Geospatial skills are critical for many of today's jobs yet; insufficient numbers of individuals are prepared to enter the workplace with these skills. Educators must find ways to integrate these... More

    pp. 2681-2686

  13. A Facelift for Defacement: Graffiti as New Media

    Lillian Lewis, University of North Texas, United States

    This paper defines graffiti and new media and then analyzes the transformation of graffiti from a covert subcultural communication art form into a new media object. Three new media graffiti... More

    pp. 2687-2691

  14. Inservice Art Teacher Technology Instruction: The Impact on Professional Growth

    Phyllis Thompson & Jamie Tabone, State University of New York College at Buffalo, United States

    A goal of our PT3 project is to enhance inservice art teacher technology skills. Comprehensive instruction is offered in overall use of the computer as a teaching tool in the classroom, and in the ... More

    pp. 2692-2695

  15. Digital Storytelling as a Modern Vehicle for the Exploration of Modern Art

    Donna Wake, University of the Ozarks, United States

    This paper describes how digital storytelling was used to facilitate student exploration of modern art. Digital storytelling is a powerful inquiry-based learning tool and informed an art history... More

    pp. 2696-2701

  16. Imagined Possibilities: New Media Theory for Art Education

    Sara Wilson McKay, University of North Texas-- Art Education, United States

    This paper asserts the value of new media theory in a graduate art education multimedia seminar. Exploring ideas such as indeterminancy, surveillance, hypertext, gaming, and activism (as examples) ... More

    pp. 2702-2708

  17. Fostering Reflective Practice: Using Online Discussion Boards in Field-Based Teaching Experiences Regarding the Use of Literacy Practices for English Learners

    Isela Almaguer & Carmen Pena, University of Texas Pan American, United States

    Abstract: During the Fall 2006 semester, preservice teachers enrolled in the teacher preparation program at the University of Texas – Pan American were required to reply to online discussions... More

    pp. 2709-2714

  18. A Room with a View: Via Online Video, Pre-Service Teachers Observe and Interact with a First Grade Classroom

    Laurie Ayre, Kings College, United States; Martha Hanlon & Joyce Armstrong, King's College, United States

    Abstract: A recent report, "Educating School Teachers," by Arthur Levine has made five recommendations for teacher education programs. The first recommendation to "transform education schools from ... More

    pp. 2715-2719

  19. Exploring Spur Gears through the use of LEGO Robotic Technology

    Mike Carbonaro, Hana Murray & Joan Chambers, University of Alberta, Canada

    The purpose of this study was to explore the effectiveness of robotic building technology in a grade four class, specifically focusing on children's reasoning about gears in a problem-solving... More

    pp. 2720-2727

  20. Presentation Software as a Lecture Aid in a Fourth Grade Music Class

    Linda Challoo & Jessica Bayliss, TAMUK, United States

    This paper examines the use of presentation software as a lecture tool in the music classroom. It seeks to determine whether presentation software used as an aid to the lecturer enhances student... More

    pp. 2728-2734