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SITE 2010--Society for Information Technology & Teacher Education International Conference

Mar 29, 2010


David Gibson; Bernie Dodge

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Table of Contents

This conference has 5 award papers. Show award papers

Number of papers: 730

  1. Authentic Assessments with Technology: Using Blogs for Assessing Teacher Candidates Professional Practices

    Ilknur Kelceoglu, Indiana University - Purdue University Columbus (IUPUC), United States

    This round table presentation will outline how a dual license program used technology, specifically Web 2.0 technologies, to authentically assess teacher candidates’ student teaching experiences... More

    pp. 119-120

  2. WiTTIE (Wiki Templates Transforming Instructional Environments)

    Jennifer Kidd, Peter Baker, Cady Pinell, Patrick O'Shea & Dwight Allen, Old Dominion University, United States

    Wiki software is designed to facilitate collaborative writing; however the inherent features of wikis do not include tools for managing the logistical tasks of organizing a large group of students ... More

    pp. 121-125

  3. Creating and Assessing an E-Portfolio in a Mathematics Methods Course

    Sarah Ledford, Kennesaw State University, United States

    The electronic portfolio is an effective tool to manage, review, reflect, and comment on teacher candidates’ progress toward meeting institutional standards. The electronic portfolio, when used... More

    pp. 126-131

  4. Are You Ready for Assessment? A Web-based Training Module to Prepare Pre-service Teachers for Critical Peer Assessment

    Lan Li, Bowling Green State University, United States

    Peer assessment of students evaluating the performance or achievement of peers of a similar status has been widely applied in teacher preparation programs to foster pre-service teachers’ assessment... More

    pp. 132-136

  5. Training or Not? How to Prepare Pre-service Teachers for Web-based Peer Assessment

    Lan Li, Bowling Green State University, United States; Allen Steckelberg, University of Nebraska-Lincoln, United States

    This study investigated the impact of assessment training on the quality of peer feedback and the quality of students’ final projects in a web-based peer assessment system. In this study, eighty... More

    pp. 137-143

  6. A context-rich, photo-based on-line testing to assess students’science learning

    Min-Jin Lin, National Dong-Hwa University, Taiwan; Chorng-Jee Guo, National Changhua University of Education, Taiwan; Chia-Er Hsu, National Dong-Hwa University, Taiwan

    This study designed and developed a content-rich, photo-based multiple choice on-line test (abbreviated as CP-MCT) to assess whether the college students can apply the basic light concept to... More

    pp. 144-151

  7. Perceptions of Preservice Teachers and Faculty Members about iWebfolio System

    Tzong-Yih Lin & Heng-Yu Ku, University of Northern Colorado, United States

    The purpose of this study is to examine teacher education students’ perceptions of the use of a standard-based electronic portfolio system, iWebfolio. Thirty-six preservice teachers were asked to... More

    pp. 152-156

  8. Students with laptops – the laptop as portfolio

    Tomas Lindroth, University West, Sweden; Johan Lundin, Gothenburg University, Sweden

    This article offers design implications based on previous research of laptop use in an educational setting. The students interaction with a laptop leave trails of documents, folders, chat logs,... More

    pp. 157-161

  9. Design and Validation of an Analysis Grid of Social Networks (Virtual Communities)

    Eliana Santana Lisboa & Clara Coutinho, University of Minho, Portugal

    The Internet and communication technologies have caused profound changes in the circulation of information, and consequently in the ways we teach, learn, and interact with each other. A research... More

    pp. 162-169

  10. An Online Course in Assessing Technology Integration: Design, Implementation, and Issues

    Leping Liu, Livia D'Andrea & Cleborne Maddux, University of Nevada, Reno, United States

    Assessing technology integration is one of the most important areas required for teacher education students. This paper will present the authors’ experiences to design and implement a project based... More

    pp. 170-175

  11. Assessment of Online Master Programs: Procedures, Management, and Outcomes

    Leping Liu, University of Nevada, Reno, United States

    This paper introduces the author’s experiences of assessing an online program, the Master’s degree program with two emphases (on Information Technology in Education, and on Educational Psychology).... More

    pp. 176-182

  12. Facilitating Pre-Service Teachers’ Understanding of Technology Use With Instructional Activities

    Min Liu, Kurstin Hamilton & Jennifer Wivagg, The university of Texas at Austin, United States

    This presentation reports a project that explores how instructional activities can be best structured to facilitate pre-service teachers’ understanding of technology use in classrooms and pilots... More

    pp. 183-189

  13. Creation of a Portfolio System Based on Can-do Statements and PDCA Cycle

    Kahoko Matsumoto, Foreign Language Center, Tokai University, Japan

    This is an attempt to create a new portfolio system based on the two concepts, namely, Can-do Statements and PDCA cycle for the launch of a new “student-based” English curriculum. The Can-do lists ... More

    pp. 190-191

  14. A Comparative Analysis Approach in Using an Adaptive Testing System

    Zahra Mehrizi, Helal Institute of Science and Technology, Iran (Islamic Republic Of); Mohammad Hasan Ramesht, Islamic Azad University, Iran (Islamic Republic Of)

    Adaptive learning systems deal with individual needs and adaptation techniques in order to improve the effectiveness of learning. The main goal of this study is to address the issues of... More

    pp. 192-200

  15. Using Rubrics in Online Graduate Courses

    Michelle Morris, Northwestern State University, United States; Gerra Perkins, Nelda Wellman & Wendell Wellman, NSU, United States

    Rubrics are quickly becoming commonly used assessment tools in online classes. At the graduate level, rubrics can serve as useful guides for students as they complete their assignments. The use... More

    pp. 201-207

  16. Using e-portfolio as a tool for professional development: Illustrations of process quality in inclusive early childhood education

    Carol Rasowsky, The College of Saint Rose, United States; Yuzhu Teng, Albany College of Pharmacy and Health Science, United States

    This paper describes a model for using electronic portfolio as a professional development tool with practicing early childhood educators and as a teaching tool with graduate and undergraduate early... More

    pp. 208-212

  17. Integrating e-portfolios for music teachers:a creative and pedagogic undertaking

    Jennifer Rowley & Peter Dunbar-Hall, Sydney Conservatorium of Music, University of Sydney, Australia

    E-portfolio’s are common in degree programs leading to professional accreditation and their presence is evident in the field of teacher education (Butler, 2006). The development of a professional e... More

    pp. 213-215

  18. Engaging Faculty in Data Collection and Assessment Using eForms

    Lisa Spencer & Michael Slatoff, National University, United States

    With the increased demand by accrediting bodies for program assessment with outcome data, many universities are seeking the aid of electronic data collection tools. Numerous electronic tools and... More

    pp. 216-221

  19. Using a Rubric-Based Digital Gradebook for Performance Assessment

    Matthew Stuve & Megan Noel, Ball State University, United States; Julie Biddle, Princeton Community Schools, United States

    Few data systems exist to support everyday assessment of student learning using rubrics. Furthermore teachers face a broad range of reform challenges that require strengthened professional... More

    pp. 222-223

  20. Blogfolios and Their Impacts on Student Learning and Professional Development

    Chih-Yuan Sun, Geoffrey Middlebrook & Otto Khera, University of Southern California, United States

    The purpose of this study is to evaluate the effectiveness of a hybrid tool for teaching advanced undergraduate writing courses at the University of Southern California (USC). This USC “blogfolio” ... More

    pp. 224-229