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

Mar 05, 2012


Paul Resta

File: Cover & Title Pages

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 858

  1. Front-Loaded Confidence: The Efficacy of Hybrid Professional Development in an ITEST Geospatial Technologies Project

    Steven Moore, Science Approach, United States; Don Haviland & William Moore, California State University, Long Beach, United States; Jenny Brady, Science Approach, United States; Allison Whitmer, Georgetown University, United States

    This virtual brief paper describes the efficacy of hybrid professional development used for the CoastLines Innovative Technology Experiences for Students and Teachers (ITEST) project. Over a three-... More

    pp. 692-697

  2. New Design and Implementation of a Virtual Classroom System Using Google App Engine

    Frackson Mumba, Mengxia Zhu, Jianxiao Ma & Shaikh Ahmed, Southern Illinois University, United States

    This paper presents an improved version of simulation-based interactive virtual classroom web system (SVCR), which integrates popular free open-source math, science and engineering simulations and ... More

    pp. 698-705

  3. Moving Towards an Online User Typology: The Importance of Learner Characteristics for Non-traditional Users

    Dianna Newman & Gary Clure, Evaluation Consortium, University at Albany/SUNY, United States

    A review of learning theory indicates that learning style and self-efficacy as a learner are major confounding variables of learning. While much is known in a face to face classroom setting, little... More

    pp. 706-711

  4. Using VoiceThread for Social Learning

    Mary Nicholson, Bloomsburg University, United States

    One of the greatest challenges of online learning is how to keep the learners actively engaged and part of an online learning community. Social media tools are becoming the cornerstone of effective... More

    p. 712

  5. Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge

    Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States

    This qualitative, design-based research examined the instructional strategies designed to engage a virtual community of learners in an online Master’s degree course focused on developing teachers’ ... More

    pp. 713-720

  6. Teaching Literacy for Civic Understanding in an On-Line Format

    Kathryn Obenchain, Purdue University, United States; Julie Pennington, University of Nevada, Reno, United States

    The session highlights the goals, design, and student experiences of an on-line teacher education graduate course integrating critical literacy and critical citizenship education situated within a ... More

    pp. 721-727

  7. Developing effective online collaborative science projects by using course scaffolding, a virtual world, and web 2.0 technologies

    Eileen O'Connor, Empire State College / SUNY, United States

    Abstract: Collaboration on complex projects can help students understand difficult concepts, giving them opportunities to expand their learning. However, working within an online environment can ... More

    pp. 728-735

  8. Distance Education and Students' Community Engagement: A Faculty Perspective

    Becky Odom-Bartel & Vivian Wright, The University of Alabama, College of Education, United States

    The objective of this qualitative study is to gain faculty perceptions of how distance education (online learning) is impacting undergraduate students’, (at one large northwestern university,)... More

    pp. 736-739

  9. Development and Issues of Open Universities in China: A statistical perspective

    John Ronghua Ouyang, University of North Florida, United States

    Open University of China (OUC) is named from the China Central Radio and TV University (CCRTVU). China's educational television system began in 1960 but was suspended during the Cultural Revolution... More

    pp. 740-747

  10. Should Multimedia Instruction be Easier to Understand? Implications of Animation Induced Illusion of Understanding

    Eugene Paik, none, United States

    This presentation discusses the instructional design implications of animation induced illusion of understanding, a phenomenon that was demonstrated in a randomized, double-blind experiment that... More

    pp. 748-751

  11. Learning Motivation and Student Academic Dishonesty – A Comparison Between Face-To-Face And Online Courses

    Yehuda Peled, Western Galilee College & Ohalo College, Israel, Israel; Casimir Barczyk, Purdue Calumet, United States; Yovav Eshet, Western Galilee College, Israel; Keren Grinautski, Haifa University, Israel

    This study explores student academic dishonesty in the context of traditional and distance-learning courses in higher ?education. Data from 1,376 Students enrolled in colleges or universities in... More

    pp. 752-759

  12. Differences in Help Seeking Strategies Used By Online vs. Face-to-Face Instructed Pre-service Teachers

    Sharon Peterson & Bob Leneway, Western Michigan University, United States

    This study identified the help seeking strategies used by students within a university course designed to teach pre-service teachers educational technology, and whether those strategies were... More

    pp. 760-767

  13. Student Demographics and Technology Integration in Online Distance Education Courses

    Lynette Phyfe & Richard Hechter, University of Manitoba, Canada

    The online teaching landscape is grounded in the digital transmission of content knowledge. The framework for online teaching continues to evolve to create meaningful, rich online courses. While... More

    pp. 768-769

  14. Developing an Online Elementary Science Methods Course: “Top Ten” Tips from Lessons Learned

    Margaret Pope, Mississippi State University, United States

    Teacher education programs are continually assessing and making changes to teacher candidate preparation. Many universities are implementing practices that allow for greater accessibility to... More

    pp. 779-782

  15. Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand

    Allison Powell, International Association for K-12 Online Learning, United States; Michael Barbour, Wayne State University, Canada

    In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of... More

    pp. 783-790

  16. To Ning or not to Ning: The benefits of social networking in teacher education programs

    Jennifer Quong & Sharla Snider, Texas Woman's University, United States

    This paper examines the use of Ning, a social networking platform, as a learning strategy in undergraduate and graduate hybrid and online class at a over two years. Using the lens of Community of... More

    pp. 791-795

  17. Attributions for Procrastination Among Online Teacher Education Graduate Students

    Glenda Rakes & Thomas Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Arkansas, United States

    Causal attributions for academic failure are an important aspect of achievement motivation. One common failure in self-regulation among students is procrastination. An exploratory investigation of ... More

    pp. 796-801

  18. Adopting a learning management system in secondary education: A case study

    Michelle Read & Renata Geurtz, The University of Texas at Austin, United States

    This paper explores the adoption process of three high school teachers from consideration of the tool to understanding its potential impact to choosing whether to adopt and implement a learning... More

    pp. 802-807

  19. Facebook: The Multimedia Element

    Adalheidur Reed, University of Texas at Arlington, United States

    Abstract: This paper is intended to gauge student response to using Facebook as a multimedia teaching element and classroom management system. The discourse between the students and the instructor ... More

    pp. 808-818

  20. An Analysis of the Use of Roles for Online Discussions in a Higher Education Onlne Graduate Course

    Mark A. Rodriguez, Sacramento State, United States

    Use of roles in online discussions were analyzed over a semester long graduate course. There is scant literature that describes these types of details in online discussions. More literature is... More

    pp. 819-822