You are here:

SITE 2008--Society for Information Technology & Teacher Education International Conference

Mar 03, 2008


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

Search this issue

Table of Contents

This conference has 10 award papers. Show award papers

Number of papers: 1011

  1. Adoption and Implementation of an e-Portfolio Assessment System and its Integration with a Course Management System

    Joel Lewis & Paige Baggett, University of South Alabama, United States

    Abstract: The process of implementing an integrated approach to an e-Portfolio assessment system and course management system (CMS) derived from experiences with the exploration of two commercial... More

    pp. 95-98

  2. Utilizing Online Assessment Training to Strengthen Students’ Assessment Skills in Peer Assessment

    Lan Li, Bowling Green State University, United States; Al Steckelberg, University of Nebraska-Lincoln, United States; Xiongyi Liu, University of Maine-Orono, United States

    This study described an online assessment training module in a peer assessment process. Forty-six pre-service teachers from a major Midwest university participated in this training before they... More

    pp. 99-104

  3. Formative Computer-Based Assessment in Higher Education

    Tess Miller & Lyn Shulha, Queen's University, Canada

    A formative computer-based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen's University with an enrolment of approximately 700 students.... More

    pp. 105-111

  4. The eVolution of Teacher Preparation Portfolios: An Agenda for Research

    Jacqueline Mumford, Cinda Harold & Robert Dunnerstick, Walsh University, United States

    Although many teacher preparation programs embrace the use of electronic portfolios (e-portfolios), making the transition to this new technology can be a challenge for some institutions--affecting ... More

    pp. 112-116

  5. Evaluating Professional Development Seminars for English Teachers with Professional Teaching Standards and Electronic Portfolios

    Mai Osawa, University of Tsukuba, Japan; Hideki Sakai, Wataru Takahashi & Mitsunori Yatsuka, Shinshu University, Japan

    College of Education at Shinshu University provides English teachers in Nagano with a series of professional development seminars on effective English teaching. This project comes under the support... More

    pp. 117-121

  6. Web Portfolios for Preservice Teachers: Issues, Applications, Considerations, and Comparisions

    Raymond Pastore, Bloomsburg University, United States; Raymond Pastore, The Pennsylvania State University, United States

    This presentation will explore the creation and use of web portfolios by preservice teachers. In addition, this presentation will relate the experiences and reflections of the presenters who have ... More

    pp. 122-124

  7. The Use of ePortfolios for Multipurpose Assessment

    Lina Pelliccione, Kathryn Dixon & Geoffrey Giddings, Curtin University of Technology, Australia

    The Australian University which is the focus of this research is situated within an increasingly competitive context. The environment for tertiary education is one in which "prospective students... More

    pp. 125-132

  8. Electronic Portfolios: An Essential Tool for Meeting the National Accreditation Requirements for Graduate Programs in Educational Leadership

    Carl Schavio & Allen Debren, Fairleigh Dickinson University, United States

    Abstract: Collecting and managing the numerous data sets required for national accreditation by both the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of... More

    pp. 133-138

  9. Assessment for the New Millennium

    Carol Shepherd, National University, United States; Ann Mary Mullane, Essex County College, United States

    Abstract: Life involves a myriad of skills. The interpretation and delivery of these skills has morphed into a complicated science. Teachers are confronted with the theme of man versus machine... More

    pp. 139-146

  10. Linking Evidence from E-folio Artifacts to Judgments of Student Teaching Performance

    James Sulzen, University of Connecticut, United States

    This study identified how electronic portfolio (E-folio) artifacts such as a video of teaching, a lesson plan, or daily journal writings informed judgments about preservice teaching performance.... More

    pp. 147-152

  11. Reliability and Validity of an Ecologically-Grounded Student Teacher Electronic Portfolio Rubric

    James Sulzen, Michael F. Young & Robert Hannafin, University of Connecticut, United States

    This study investigated the reliability and validity of an ecologically grounded student teacher E-folio evaluation rubric (Sulzen et al. 2007) consisting of eight scales and designed for providing... More

    pp. 153-159

  12. A Case Study of the Teacher Education Faculty’s Perception of the E-folio Program at a Private Central Texas University

    Shannon Trimble, University of Central Arkansas, United States

    The qualitative case study approach investigated the perceptions that Teacher Education Faculty (TEF) developed as a result of using the electronic portfolio, or eFolio, in the teacher education... More

    pp. 160-167

  13. How Learning, Assessment and Employment Portfolio integrated into one system?

    Zafer Unal, USF St.Petersburg, United States

    While learning portfolio includes collections of artifacts selected by the preservice teacher to reflect on their own learning, assessment portfolio is focused on the artifacts that are related to ... More

    pp. 168-173

  14. ePortfolio in Dutch teacher education: a year later

    Hans van Bergen, Hogeschool Utrecht, Netherlands

    Last year I presented the new approach to the ePortfolio in our university. At the faculty of education of Hogeschool Utrecht we start with the learning process of the student and relate this to... More

    p. 174

  15. Learning Effects of Student Collaboration in Electronic Portfolio Construction: An Action Research

    Charles Xiaoxue Wang, Georgia State University, United States

    Portfolios that provide evidence of pre-service teachers' professional growth and development have been widely incorporated in teacher education programs (Barrett, 2001; Wilhelm et al., 2006);... More

    pp. 175-180

  16. Are Electronic Portfolios a Good Idea for Teacher Education?

    Keith Wetzel, Arizona State University, United States; Neal Strudler, University of Nevada - LasVegas, United States

    Abstract: This paper seeks to answer the question "Are electronic portfolios a good idea for teacher education?" by providing multiple perspectives on the implementation of electronic portfolios ... More

    pp. 181-186

  17. A Trial of Foreign Language Education through Cooperative Distance Learning

    Chunchen Lin, Tokyo University of Foreign Studies, Japan

    Due to drastic downsizing and rapid expansion of broadband Internet access, the Internet learning environment is about to be realized at the personal level at home and abroad. We have provided a... More

    pp. 187-188

  18. Designing an Online Class: Looking at the Effect of Structure on Grades

    Suzanne Aberasturi & Kelly Karpchuk, University of Nevada, Reno, United States

    Students often choose online courses because they want flexibility and choices. However, online courses have higher failure rates when compared to traditional courses. This study looks at whether... More

    pp. 189-191

  19. Web-based Instruction in Improving Student's Attitudes and Learning Achievements in Arab Countries

    Said Al Senaidi, University of North Texas, United States

    The technology of the Internet has made it possible for universities to provide online courses. This paper attempts to investigate the impact of Web-based instruction on students' learning... More

    pp. 192-197

  20. Use of Wikis in Online Education Group Projects

    Jay Alden, National Defense University, United States

    Many online educational courses make use of group projects in which teams of students collaborate to produce a product, conduct a case study, or answer open-ended questions posed by the instructor.... More

    pp. 198-203