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SITE 2013--Society for Information Technology & Teacher Education International Conference

Mar 25, 2013


Ron McBride; Michael Searson

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File: Cover & Title Pages

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 881

  1. Recruiting Students of Color Through Developing Online Graduate Student Panels

    Kinnis Gosha & Thomas Benjamin, Morehouse College, United States; Chinasa Ordu & Jennifer Horace, Clemson University, United States

    Due to an increase in population size of underrepresented minorities (URM) and a shortage of U.S. citizens who are entering into academic majors involving science, technology, engineering and math,... More

    pp. 1324-1330

  2. Trends in Collaboration Networks: Applications to Graduate Management Education

    Owen Hall, Jr. & Ken Ko, Pepperdine University, United States

    Graduate management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840’s. The one-size-fits-all educational approach of the past is... More

    p. 1331

  3. Barriers to Implementing Universal Design Features at 2-Year and 4-Year Title IV Eligible Institutions in the United States

    Byron Havard & Michelle Piper, University of West Florida, United States

    Over the past decade, distance learning courses, also commonly known as elearning or online learning, have grown at an unprecedented rate. This rate significantly outpaces that of enrollment in... More

    pp. 1332-1335

  4. Building Comprehensive Digital Media and Learning Programs with Teachers

    Danielle Herro, Clemson University, United States; Elizabeth King & Katrina Liu, University of Wisconsin, Whitewater, United States; D. Matthew Boyer, Clemson University, United States; Carl Owens, Tennessee Technological University, (Chair/Moderator), United States

    This panel joins researchers of Educational Foundations, Curriculum and Instruction, and Digital Media and Learning, with program development experience spanning K-12 and higher education, in local... More

    pp. 1336-1340

  5. Organizing a Learning Community for Japanese Language Teacher Education

    Yukari Kato, Tokyo University of Agriculture and Technology, Japan

    This project promotes teacher collaboration for the professional development of Japanese language teachers. Practical reports of their class activities and communication between mentors and... More

    pp. 1341-1349

  6. Should Instructional Designers Accommodate Learning Styles?

    Gurupreet Khalsa, University of South Alabama, United States

    In many ways, human learners are very similar. Learners take in sensory information, process it within more or less standard neurological structures, and retain knowledge for future use. However,... More

    pp. 1350-1355

  7. Best Practices for International Capstone Projects

    Dean Knudson & Brian Slator, North Dakota State University, United States

    The addition of international projects to a capstone projects course can provide a great learning experience for students. There are, however, many options available for how to structure these... More

    pp. 1356-1358

  8. Predicting the Career Longevity of Prospective Teachers Placed in Urban and Suburban Schools

    Fatih Koca & Feiya Xiao, Texas Tech University, United States

    In this study, the researchers examined whether several preservice teacher attributes would predict the perceived career longevity of prospective teachers if placed in an urban and suburban school.... More

    pp. 1359-1366

  9. Pre-Service Teachers’ Intention in Using Technology in Their Future Classrooms

    Kun Li, Jamie Smith & Teresa Franklin, Ohio University, United States

    Abstract: Pre-service teachers’ intention in using technology in their future classrooms is critical to their actual technology usage according to the Theory of Planned Behavior. Based on the... More

    pp. 1367-1369

  10. The Right ABC Combination: Avatars, Blended Preparation, and Creativity

    Sophia Marshall, Tougaloo College, United States

    This presentation will focus on methods, research and materials for using and assessing various forms of media, technology and audiovisual techniques for using all types of equipment for... More

    pp. 1370-1371

  11. Effective Technology Application in the Classroom: Pedagogy to Practice

    Marilyn May, Georgia Gwinnett College, United States

    Content based computer games have been identified as motivational and provide an opportunity for building leadership, reviewing content, developing cognitive and social skills, and promoting... More

    p. 1372

  12. Linked Graduate Courses in Instructional Technology: An Innovative Learning Community Model

    Sara McNeil & Bernard Robin, Univ of Houston, United States

    In this paper, the authors share an innovative learning community model in which graduate courses in instructional technology were linked together in a variety of ways to support student learning, ... More

    pp. 1373-1380

  13. VARK Analysis and Recommendations for Educators

    Ron Morgan & Fred Baker, University of South Alabama, United States

    Learning Styles are important elements for teachers and teacher educators to consider for any learning environment. The Visual, Aural, Reading/Writing, Kinesthetic (VARK) instrument is easy to... More

    pp. 1381-1385

  14. Gender and Age differences in Conflict Resolution Strategies used by Department Heads in Universities

    Saima Mushtaq & Saeed Akhtar, University of the Punjab, Pakistan, Pakistan

    University is a place where knowledge is generated and skills are transferred to young generation. Today, the environment of higher education institutions has become complex and changing rapidly... More

    pp. 1386-1394

  15. The Cost Effective High Tech Classroom

    James Neale, Queens University of Charlotte, United States

    One of the greatest challenges for schools today is to be able to set up classrooms that have current instructional technology and to do that on a budget. These learning environments have to... More

    pp. 1395-1398

  16. Pre-service Teachers’ Perception of and Competency at Creating and Using Their E-picture Books

    Yong Joon Park, Indiana State University, United States; Youjin Yang, St. Mary-of-the-Woods College, United States

    This study investigated pre-service teachers’ perception of and technology competency in creating and using e-picture books in their future classrooms. Participants were 114 pre-service teachers in... More

    pp. 1399-1404

  17. "Is there anybody out there": Twitter as a support environment for first year teachers' online induction workshop

    Yehuda Peled, Western Galilee College & Ohalo College, Israel, Israel; Efrat Pieterse, The Open University of Israel and Western Galilee College, Israel

    This research examines the benefits of Twitter as a support tool to enhance social interaction among participants in an online induction workshop; to aid the workshops' moderator in monitoring the ... More

    pp. 1405-1410

  18. Teachers Teaching Teachers Technology: An Innovative PK-12 Professional Development Program

    Mark Simpson & Sheila Bolduc-Simpson, Florida Gulf Coast University, United States

    This action research study involved the design, development, implementation and assessment of a professional development program (PDP) for the training of PK-12 educators in the use of Web 2.0... More

    pp. 1411-1418

  19. Involving Faculty digital reluctants in a blended learning approach – Facebook, Blackboard and clickers

    Simone Smala, Chris Campbell & Sue Monk, The University of Queensland, Australia

    This paper presents a research project in a teacher education course for first year university students that focussed on a blended learning approach. Guest presenters of weekly lectures were asked ... More

    pp. 1419-1427

  20. Digital Natives Preservice Teachers: An Examination of Their Self-Efficacy Beliefs Regarding Technology Integration in Classroom Settings

    Sarah P. Southall, Longwood University, United States

    The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end... More

    pp. 1428-1434