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SITE 2014--Society for Information Technology & Teacher Education International Conference

Mar 17, 2014


Michael Searson; Marilyn N. Ochoa

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 587

  1. Game Network Analysis: Developing and assessing teachers’ knowledge of game-based learning

    MAMTA SHAH & Aroutis Foster, Drexel University, United States

    Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the... More

    pp. 685-692

  2. Co-playing Video Games and Parent-Child Relationships

    Anneliese Sheffield, University of North Texas, United States

    In this study, the parent-child relationship of those who play video games together is compared with the parent-child relationship of those who do not co-play video games. An adapted version of the... More

    pp. 693-698

  3. Middle School Students and Fractions in WhyPower: Gaming, Repetition and Learning Outcomes

    Cliff Zintgraff, University of North Texas, United States

    In the WhyPower project, hosted in the virtual world Whyville, middle school students analyzed nine weeks of Whyville’s virtual power usage history. These activities exercised proportional thinking... More

    pp. 699-705

  4. Turning the tables on teacher recruitment in the 21st Century: Partnering career services and teacher education for successful student employment

    Denise De Vito, Rebecca Turner & Janet Bovonese, Jacksonville State University, United States

    In an effort to promote student employment success and 21st century skills in the classroom, Jacksonville State University in Alabama conducted a Reverse Education Fair for teacher education... More

    pp. 702-705

  5. Towards Flexible Learning for Adult Students: HyFlex Design

    Mariam Abdelmalak, NMSU,College of Education,Curriculum & Instruction Department., United States

    The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines... More

    pp. 706-712

  6. Enhancing Objectives Writing Practices of Higher Education Faculty

    Joachim Agamba, Idaho State University, United States; Jared Keengwe, University of North Dakota, United States

    This paper reports on findings for a study on the efficacy of an instructional workshop on objectives writing practices of higher education faculty. The mixed methods study compared written... More

    pp. 713-717

  7. ELCC Standards and Leadership: Using student feedback for program improvement and course delivery

    Matthew Boggan & Penny Wallin, Mississippi State University, United States

    Instructional Leaders have many challenges in order to effectively lead students, faculty/staff, parents, and the community toward a common vision. Challenges force Educational Leadership programs... More

    pp. 718-721

  8. Designing and developing an online teaching endorsement: Perspectives from teacher preparation institutions, departments of education, and online providers

    Kristen DeBruler & Kathryn Kennedy, Michigan Virtual University, United States; Leanna Archambault, Arizona State University, United States; Stein Brunvand, University of Michigan Dearborn, United States; Leigh Wolf, Michigan State University, United States; Leah Breen, Michigan Department of Education, United States; Susan Lowes, Teachers College Columbia University, United States

    1. Teachers are the single most important factor when it comes to adding value to student learning (Sanders & Horn, 1998) and teacher effectiveness, demonstrated to be paramount in face-to-face... More

    pp. 720-722

  9. Faculty, Community, Information Sharing, and Professional Support in the Age of Facebook

    Catherine Brooks, University of Arizona, United States

    This paper offers a discussion of communities of practice (CoPs), and the potential for their development on Facebook as a particular social media site. This study is an interpretive interrogation ... More

    pp. 722-726

  10. Course Long Role Play in an Online Graduate Course

    Matt Dodd, Abilene Christian University, United States

    This paper uses the adult learning theory of andragogy to measure the effectiveness of a course-long role play in an online graduate course with adult learners. At the beginning of the course... More

    pp. 727-732

  11. Analyses of Comparative Gaze with Eye-Tracking Technique during Classroom Observations

    Hironori Egi, Kobe University, Japan; Shigeto Ozawa & Yuki Mori, Waseda University, Japan

    This paper focuses on classroom observations, which are helpful activities for teachers to improve teaching skills, involving students in their course, and using chalks and slides better. This... More

    pp. 733-738

  12. Using Student Response Systems to Collect Formative Data for Learning: An Evaluation of Professional Learning

    Julia Fuller, Kennesaw State University, United States

    A school system in Georgia provided each middle school academic teacher with a student response system (SRS). This research addressed meeting the needs of the teachers as they implemented their new... More

    pp. 739-746

  13. Creating Virtual Professional Learning Communities

    Lloyd Goldsmith, Donnie Snider & Kim Pamplin, Abilene Christian University, United States

    This paper reports on the integration of technology in creating professional learning communities. High school and middle school science teachers participating in federally funded Teacher Quality... More

    pp. 747-750

  14. Asking Faculty What They Want: A Step Towards Improving Technology Use in the University Classroom

    Cindy Gunn, American University of Sharjah, United Arab Emirates

    The presenter will share the results, and subsequent initiatives implemented based on the results, of a comprehensive survey that was sent out to faculty and academic teaching staff at American... More

    pp. 751-760

  15. What Do Teachers Learn About Online Learning from Their Online Professional Development Experiences?

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    The literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online. One way for teachers to experience online learning is through online... More

    pp. 761-769

  16. Search Engines and Science Integration (SESI): Surf on the Web

    Cristina Diordieva & Ibrahim Yeter, Texas Tech University, United States

    The purpose of this study is to have an extensive literature review about how search engines have been used to find science terms. The study will be carrying a recommendation point for the... More

    p. 761

  17. Faculty Development for Technology Integration: Opportunities and Challenges on a Global Scale

    Mark Hofer, College of William & Mary, United States; John Lee, North Carolina State University, United States; David Slykhuis, James Madison University, United States; James Ptaszynski, Microsoft Education, United States

    Two years ago Microsoft Education invited a group of teacher educators from ten universities and three professional organizations from the United States, Great Britain, Northern Ireland, and... More

    pp. 770-774

  18. Essential Elements of Professor-Student Career Mentoring in Online Graduate Education

    Brian Keintz, Steven Roth & Jackie Booth, Keiser University School of Education, United States

    The traditional model of academic advising for graduate students in education must be reexamined to consider the career development of educators, the goal orientation of adult learners, and desire ... More

    pp. 775-780

  19. A Blueprint for Integrating Digital Multimedia with Online Learning Activities and Competency-based Outcomes in Higher Education for Healthcare

    Kimberly Krumwiede, University of North Texas, United States

    Digital learners are currently enrolled in higher education programs for medicine and healthcare professions. Many of these programs have competency-based curricula. Online offerings in higher... More

    pp. 781-784

  20. The Faculty Toolbox: A tool for promoting faculty use of Instructional Technologies

    David Lewis, National Science Foundation, United States; Judith Slapak-Barski, Nova Southeastern University, United States

    The faculty of the Fischler School of Education were brought together to form a group of “Champions” (a community of faculty) by the Title V-B initiative. With Title V-B support they set out to... More

    pp. 785-787