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SITE 2012--Society for Information Technology & Teacher Education International Conference

Mar 05, 2012

Editors

Paul Resta

File: Cover & Title Pages

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Table of Contents

8
This conference has 8 award papers. Show award papers

Number of papers: 858

  1. The Characteristics of Quality Online Courses: Ways to Improve Online Courses

    Andrew Hunt & Teri Hunt, University of Arkansas at Little Rock, United States

    With an increase in online education and the increased attention with national standards and accreditation, there is a need for research to focus on the quality of online education. The literature... More

    pp. 441-454

  2. Exploring a culturally- sensitive blend of New Zealand initial teacher education: online and on a regional campus with Maori

    Anne-Marie Hunt, University of Canterbury New Zealand, New Zealand; Vicki Needham & Linda McMurray, University of Canterbury, New Zealand

    This paper explores ‘effective practices’ used within a New Zealand university as identified by year two students and their lecturers within a regional initial teacher education distance option... More

    pp. 455-462

  3. APS4Math: Design and Development of Online Adaptive Math Tutorial

    Fethi Inan, Fatih Ari & Raymond Flores, Texas Tech University, United States

    The purpose of this study was to present the findings from the formative evaluation of an adaptive problem solving tutorial (aps4math.com) which individualized math instruction based on student... More

    pp. 471-473

  4. Online Assessments - What do Students Prefer?

    Kevin Johnson & Pauline Meskill, University of Limerick, Ireland

    Assessment is an integral part of the learning process in nursing. Nowadays, education is ever changing and as such, one needs to move along with the current flow or face the possibility of being... More

    pp. 474-480

  5. Using Web Conferencing to Promote Learning in Online Courses: Resources, Tools, and Methods

    Paula Jones, MaryAnn Kolloff & Fred Kolloff, Eastern Kentucky University, United States

    This paper is a summary of research and experiences using Web conferencing tools to support students in under graduate and graduate programs in learning through web-based courses. The presenters... More

    pp. 481-486

  6. To come online or not: Factors influencing beginning teachers participation in a blended professional learning program

    Kathy Jordan & Jennifer Elsden-Clifton, RMIT University, Australia

    This paper reports on the factors that influence beginning teachers’ participation in and perceived valuing of a blended learning program. The Supporting New Teacher’s Practice professional... More

    pp. 487-492

  7. The Use of a Hybrid Course Format in a University-Based Accelerated Teacher Certification Program

    Maria Kaylor & Lucretia Fraga, The University of Texas at San Antonio, United States

    The purpose of this study was to examine the use of a hybrid course format in a university-based accelerated teacher certification program in math and science. Twenty-nine students participated in ... More

    pp. 493-500

  8. Energy for ME: Empowering Students to Community Action Through Integrated Technologies

    Ruth Kermish-Allen, Suzanne MacDonald & Shey Conover, Island Institute, United States

    The Energy for ME program partners with ten island and coastal Maine middle and high schools to use technology to measure local and community energy usage, with the goal of providing a better... More

    pp. 501-504

  9. A Framework to Analyze Faculty Involvement in Online Teaching Using UTAUT and Dewey’s Theory of Experience

    Terry Kidd & Trina Davis, Texas A&M University, United States

    With recent advancements in instructional design, technology adoption theories, and in information and communication technology relating to online, online teaching is increasingly becoming a norm... More

    pp. 505-510

  10. The Rhetoric of Fear: Examining the Construct of Fear and Computer Anxiety as it Relates to Faculty Engagement in Online Teaching

    Terry Kidd, Trina Davis & Patricia Larke, Texas A&M University, United States

    Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to... More

    pp. 511-516

  11. Aligning Facebook and Twitter with Social Studies Curriculum

    Emin Kilinc, Russell T. Evans & Ummugulsum Korkmaz, Texas A&M University, United States

    The objectives of this presentation cover the importance of science, technology, and society within the social studies classroom. By using social network tools, students will be refining their... More

    pp. 517-521

  12. Progressing Through the Stages of the ISP in a Collaborative Learning Setting

    Jeonghyun Kim & Jisu Lee, University of North Texas, United States

    This study is part of a larger study that aims to better understand the complex dynamics of information seeking and knowledge construction as it occurs in a collaborative learning setting. A total ... More

    pp. 522-529

  13. Outcomes of Matching Student Learning Styles to Delivery of Research and Technology Coursework at Kean University

    Claudia Knezek, Kean University General Education, United States; Melda Yildiz, Kean University, United States

    Many colleges require undergraduate students to complete General Education (GE) courses, along with coursework in designated majors. At Kean University, Research and Technology is one of five... More

    pp. 530-534

  14. International students’ perceptions of online learning: benefits and challenges.

    Michiko Kobayashi, Southern Utah University, United States

    Transition to American universities is challenging for international students and many feel homesick and experience emotional stresses. Students with less confidence in their English speaking... More

    pp. 535-538

  15. Teaching a Clinical Skills Course Using Web Conferencing Technology: A Pilot Study of Student Satisfaction

    Suhasini Kotcherlakota & Lynne Buchanan, University of Nebraska Medical center, United States

    This pilot study evaluates a collaborative effort between an instructional designer and a graduate nursing faculty focusing on blending innovative technologies and tools with effective... More

    pp. 539-544

  16. In-Service Mathematics Teachers’ Perceptions toward Synchronous and Asynchronous Online Discussions

    Heng-Yu Ku, University of Northern Colorado, United States; Chatchada Akarasriworn, Srinakharinwirot University, Thailand; Lisa Rice, University of Wyoming, United States; David Glassmeyer & Lori Sachau, University of Northern Colorado, United States

    Online instructors typically use two forms of computer mediated communication technologies, synchronous and asynchronous, to promote interactions between instructors and students and among students... More

    pp. 545-551

  17. Using Video Conferencing Tools in Synchronous Clinician Training

    Yu-Chun Kuo, Jeanne Buckley & Calvin Wang, Arcadia University, United States

    This paper is intended to report on the process of implementing a video conference tool through Internet 2 for a clinician training session that was delivered from the Physical therapy program at a... More

    pp. 552-557

  18. Addressing the Needs of Non-Traditional Undergraduate and Graduate Education Students: Discourse Analysis of Online Discussion Over Time

    Suzanne Lamorey, Univ of North Carolina at Charlotte, United States

    Early childhood teacher training and licensure programs are serving increased numbers of non-traditional preservice and inservice students ages 25-60, who travel long distances to campus, who have ... More

    pp. 558-559

  19. Learning through social technologies: facilitating learning experiences with Web 2.0 social media

    Kangdon Lee, University of Northern Colorado & KOSHA, United States; Mia Kim Williams, University of Northern Colorado, United States; Kyung Kim, Northwestern State University, United States

    Since the advents of emerging technologies such as social media and web 2.0 tools, learning environments are getting more interactive, productive, and contextual than ever before. This is because... More

    pp. 560-565

  20. What student teachers are talking about their online Communities of Practice (CoP) in Constructivist online course? Investigating student teachers’ experiences in double-layered CoP participation

    Kyungmee Lee & Clare Brett, OISE/University of Toronto, Canada

    This paper suggests an integrated model of CoP and Constructive online course based on understanding the relationship between student teachers’ online course experiences and their CoP participation... More

    pp. 566-573