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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. The Examination of Teacher-Student Relations in Turkish First-Grade Educational Settings

    Fatih Koca & Ibrahim Halil Yeter, Texas Tech University, United States

    The goal of the study was to examine patterns of teacher-student relationships established during the first year of school in Turkish first grade contexts. Using a sample of urban public school... More

    pp. 2175-2183

  2. Educational Technology: Teaching and Learning with its Negative Potential

    Christopher Kramer & David Brown, CS Dept., The Charter School of Wilmington, United States

    Abstract: In an Eastern United States Charter school, established for science and mathematics, students (grades 9-12) were surveyed (grade 9 only in an introductory Computer Science course) as to... More

    pp. 2184-2189

  3. I have TPCK! – What does that mean? Examining the External Validity of TPCK Self-Reports.

    Karsten Krauskopf, Knowledge Media Research Center, Germany; Karin Forssell, Stanford University, United States

    Two studies using a TPCK self-rated knowledge scale provide insights into the construct being measured by that scale. These validity studies from two different populations – accomplished teachers... More

    pp. 2190-2197

  4. Probing TPCK Usability – a Pilot Study on (not) Understanding TPCK by a Venn-Diagram.

    Karsten Krauskopf, Knowledge Media Research Center, Germany; Mia Kim Williams, University of Northern Colorado, United States; Teresa Foulger, Arizona State University, United States

    A recent review on TPACK research has concluded that there is great need for empirical research regarding the development of this specific knowledge base. Based on a Venn diagram visualization of... More

    pp. 2198-2204

  5. Learning to teach in a networked classroom: An enduring partnership

    Therese Laferriere, Laval University, Canada; Stéphane Allaire, University of Quebec at Chicoutimi (UQAC), Canada; Christine Hamel, Laval University, Canada

    This paper presents the results of a sixteenth-year long (1997-2012) university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers in the context of... More

    pp. 2205-2209

  6. The GlobalEd 2 Game: Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Simulations

    Kimberly Lawless, University of Illinois at Chicago, United States; Scott Brown & Mark Boyer, University of Connecticut, United States; GloablEd2 Project Team, UConn & UIC, United States

    GlobalEd 2 (GE2) is a set of technology-mediated, problem-based learning (PBL) simulation “games” for middle grade students that capitalizes on the multidisciplinary nature of the social sciences... More

    pp. 2210-2213

  7. Use of the Blog and Discussion Board in Graduate and Undergraduate Classes

    Amy S. C. Leh & Janine Kremling, California State Univ. San Bernardino, United States; Minoru Nakayama, Tokyo Institute of Technology, Japan, Japan

    This paper reports on the findings of a study conducted in two courses during 2011 and 2012. The research questions were: (1) To what extent did the use of the Blog and Discussion Board support... More

    pp. 2214-2217

  8. Writing to Publish in SITE Research Highlights Book: Aids and Cautions

    Leping Liu, University of Nevada, Reno, United States; David Gibson, SimSchool, United States; Cleborne Maddux, University of Nevada, Reno, United States

    In this panel, the editors of the SITE Research Highlights Book will introduce the submission and publishing procedures for this book, and discuss aids and cautions in writing quality research papers. More

    pp. 2218-2219

  9. The Flipped Classroom Instructional Model With a Technology-Enabled Active Learning (TEAL) Classroom: How Does It Work?

    Taotao Long, Department of Educational Psychology and Counseling, The University of Tennessee, Knoxville, United States; Joanne Logan, Department of Biosystems Engineering and Enviromental Soil Science, The University of Tennessee, Knoxville, United States; Michael Waugh & John Cummins, Department of Educational Psychology and Counseling, The University of Tennessee, Knoxville, United States

    This poster will provide a detailed description of the use of the flipped classroom instructional model with a Technology-Enabled Active Learning (TEAL) classroom in an undergraduate science course... More

    pp. 2220-2221

  10. Incorporating Technology in Pre-Service Teacher Elementary Mathematics Lessons: Does it Help Understanding

    Amanda Loyden Mohn, University of South Florida, United States

    Pre-service teachers in an elementary mathematics methods course were required to complete an assignment which entailed designing a lesson incorporating technology and complete a reflection about... More

    pp. 2222-2226

  11. Online Learning Perceptions and Effectiveness of Research Methods Courses

    Ming-Tsan Lu & Javier Cavazos, University of Texas at Brownsville, United States

    In this paper, we first reviewed related literature on possible factors that influence learning between an online course format and a face-to-face (F2F) course format. We investigated online... More

    pp. 2227-2234

  12. The Effectiveness of Ancillary Learning Aids on the Cognitive Process of Reading Comprehension

    Michael Marmon & Josh Gordesky, University of North Texas, United States

    The course or supplemental reading is the proverbial backbone of the American post-secondary educational experience. Students are required to read countless pages of text over the duration of a... More

    pp. 2235-2240

  13. Factors determining student satisfaction in a learning environment featuring the use of a digital pen at an elementary school in Japan

    Noriyuki Matsunami, Graduate school of System Design Tokyo Metropolitan University Japan, Japan; Shinya Miura & Saki Tomoda, Nishi-Tokyo City Sakae elementary school Japan, Japan; Masahiro Nagai, University Education Center Tokyo Metropolitan University Japan, Japan; Hitoshi Kiya, Graduate school of System Design Tokyo Metropolitan University Japan, Japan

    The authors implemented lessons to improve the logical thinking of students at the elementary school level. In the lessons, students engaged in collaborative learning with expert teachers utilizing... More

    pp. 2241-2248

  14. Building a Culture of Collaboration: Embracing the Common Core Standards

    Suzanne McKee-Waddell & Sallie Harper, Mississippi State University (Meridian), United States

    : In-service teachers strive to integrate critical thinking, problem-based learning, creativity, and rigor into their instructional techniques. With technology transforming the lives of humans... More

    pp. 2249-2251

  15. Teachers Integrating Design Principles: Promoting Creativity in the Instructional Design Process

    Jonathan McKeown, University of Tampa, United States

    When practitioners and academics discuss instructional design to novice designers or those outside the field, the discussion typically centers on models of design and a systems process or method. ... More

    pp. 2252-2255

  16. Developing Technology-Infused Professional Learning Experiences for Teachers and Administrators: Considering the Educational Context: Part 2

    Ellen Meier, Tsan-Jui Cheng, Kenneth Graves, Caron Mineo & Rita Sanchez, Teachers College, Columbia University, United States

    The teaching profession is under tremendous pressure to change. Professional development provides the theoretical and practical tools for teachers make changes in their school environments, and it ... More

    pp. 2256-2260

  17. Assessing with Technology: Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment

    Lauren Menard, Northwestern State University, United States

    Establishing initial baselines is crucial for evidencing student growth in value-added teacher evaluations. This article described a process utilizing web-based assessment to (a) efficiently gather... More

    pp. 2261-2268

  18. Exploring the Relationship between Middle School Student Technology Affinity and Attitudes Toward School

    Leila Mills, Gerald Knezek, Tandra Tyler-Wood & Rhonda Christensen, University of North Texas, United States; Peter Dunn-Rankin, University of Hawaii, United States

    Abstract: Middle school student 'snapshot' data were analyzed to explore significant patterns (relationships) between technology affinity (habits/ use) and aspects of school attitude. Data... More

    pp. 2269-2272

  19. A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains

    Maria Mitchell, Central Connecticut State University, United States

    My paper will discuss a study that is ongoing in a preservice elementary mathematics content course. I am interested in examining how preservice teachers in elementary mathematics develop and apply... More

    pp. 2273-2278

  20. A Method to Access Linguistic Information Considering Hierarchical Structures of Languages

    Shoji Mizobuchi, Kinki University, Japan; Kazuaki Ando, Kagawa University, Japan

    This paper proposes a method to access linguistic information about natural language expressions appearing in documents on the Web. Natural language expressions are surface forms of linguistic... More

    pp. 2279-2285