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Society for Information Technology & Teacher Education International Conference

Mar 05, 2017


Paul Resta; Shaunna Smith

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File: Cover & Front Pages

File: File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 415

  1. Preservice Teacher Inquiry Cycles in a Technology in Education Course: Emerging Maker Dispositions Toward an Inquiry Stance for Education

    Aimee Barber, Douglas Williams & Nathan Dolenc, University of Louisiana at Lafayette, United States

    Highly effective teachers are problem solvers who dig deeply into issues of practice. This project infused the inquiry process into a Technology in Education methods course for preservice teachers... More

    pp. 1339-1344

  2. iMakers: The who, the what and the how

    Loretta Donovan & Tim Green, Cal State Fullerton, United States; Jennifer Ponder, University of Alabama at Birmingham, United States

    There is no denying that 21st Century learners are their own unique group of learners. Despite this, and the fact that we are in the 17th year of the 21st Century, too often classrooms (and... More

    pp. 1345-1350

  3. Diffusion and Adoption of FIRST LEGO League in Louisiana

    Guolin Lai, University of Louisiana, United States; Long Li, LSUE, United States; Douglas Williams, Aimee Barber & Nathen Dolenc, University of Louisiana, United States

    21st century competencies including cognitive, interpersonal, and intrapersonal dimension have been touted as a key in helping produce students with highly critical thinking and unstructured... More

    pp. 1351-1356

  4. Mapping Elementary and Middle School Makerspace Enviorments to Curriculum Content through STEAM (Science, Technology, Engineering the Arts, and Mathematics) Challenge Cards

    Jennifer Miller, University of North Texas/Birdville ISD, United States

    Transformative STEM learning spaces have grown rapidly in schools, libraries, and museums as “Learning Labs” or “Makerspaces.” These spaces are designed to encourage deep engagement with STEM... More

    pp. 1357-1364

  5. The Engineering Education Maker Identity Project: Process and Tools as Boundary Objects within Cross-Disciplinary Collaboration

    Shaunna Smith, Kimberly Talley, Araceli Ortiz & Vedaraman Sriraman, Texas State University, United States

    This brief paper highlights the impact of a semester-long makerspace experience focused on cross-disciplinary collaboration by specifically addressing the preliminary findings from in-/pre-service ... More

    pp. 1365-1371

  6. Building Connections through Teacher Librarian Collaboration

    Sheila F Baker, Michelle Giles & Jana Willis, University of Houston-Clear Lake, United States

    School librarians can potentially serve as connectors for educators at entry levels in their Technological Pedagogical Content Knowledge (TPACK) development. As experienced classroom teachers,... More

    pp. 1372-1378

  7. Educating about Data Privacy: A Study of College Student Perceptions and Experiences

    Catherine F. Brooks, Betsy A. Williams & Diana Daly, University of Arizona, United States

    Tensions around data collection and management are of increasing importance in this digital era. From in-home digital assistants, to wearable health gadgets, to shopping and purchasing behavior... More

    pp. 1379-1384

  8. Digital Equity through a Social Justice Lens: A Theoretical Framework

    Suguna Chundur, University of Cincinnati - Clermont College, United States

    Advancements in technology over the last two decades have had a profound impact in the educational and work domains as well as on socio-cultural aspects of our lives, creating a powerful influence ... More

    pp. 1385-1393

  9. Comparison of Abstraction in Computer Coding and in Critical Thinking

    Christine Liebe, Walden University, United States

    Abstraction is a term that is difficult to navigate as an educator because there are multiple definitions. Computer scientists have been working towards a common definition of abstraction for some ... More

    pp. 1394-1402

  10. Defining and Assessing Digital Literacy

    Jason Powell, The University of North Texas, United States

    The concept of literacy lies at the heart of education. As the industrial age has given way to the information age, the concept of literacy has expanded beyond simply reading and writing. Literacy ... More

    pp. 1403-1406

  11. Creative Applications of LibGuides to Teach Undergraduate Students Information Literacy Skills

    Jillian Powers, Ann Musgrove & Lauri Rebar, Florida Atlantic University, United States

    Information literacy (IL) skills are vital for millennial undergraduate students. These students are digital natives accustomed to vast amounts of available information accessible at a moment’s... More

    pp. 1407-1413

  12. Achieving Reading Competency: Factors That Influence Perceptions and Behaviors With Regard to Digital vs. Print Text

    Soonhwa Seok, Korea University, United States; Boaventura DaCosta, Solers Research Group, United States

    This study explored the relationships between digital vs. print text in the context of reading. The research explored youths’ reading perceptions of digital and print text, their preferences for... More

    pp. 1414-1419

  13. Implications from the Past: African American Youth and Social Media Civic Engagement

    Daniella Smith, University of North Texas, United States

    The dynamics of how school librarians address their roles within communities have foundational principals that align with strategies that evolve with the changing times. One sign of the changing... More

    pp. 1420-1427

  14. Student Perceptions of Gamification in Higher Education

    Curby Alexander, Texas Christian University, United States

    Gamification strategies, such as points, leaderboards, badges, quests, challenges, and immediate feedback, can be an effective way to provide structure to a higher education course. While not all... More

    pp. 1428-1433

  15. Navigating the Blended Learning Classroom: One Teacher’s Perspective on Designing and Delivering Blended Instruction

    Adam Barger, Mark Hofer & Lindy Johnson, The College of William and Mary, United States

    In this paper, we report on findings from the initial phase of a research study on blended teaching and learning. We focus on the experiences of one teacher as she designs and delivers a blended... More

    pp. 1434-1442

  16. Digital Games and Student Learning

    Lorraine Beaudin & Tessa Sivak, University of Lethbridge, Canada

    This paper argues that digital games are inherently about learning, and that good games have learning principals built into their design. Not only does an effective game help students understand... More

    pp. 1443-1447

  17. Using Multi-user Software to Teach Classification

    Otto Borchert, Katy Cox, Guy Hokanson & Brian Slator, North Dakota State University, United States

    Classification is a fundamental science-based activity. Software supporting student learning of classification skills most often resembles flash-card activities. Software supporting group-based... More

    pp. 1448-1453

  18. Faculty Teaching Faculty: A Model of Professional Development for Mobile Learning Integration in Higher Education

    Devshikha Bose & Lana Grover, Boise State University, United States

    The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study ... More

    pp. 1454-1459

  19. Gaming the System: Helping Students Level-Up Their Learning

    Stein Brunvand & David Hill, University of Michigan-Dearborn, United States

    The use of gamified learning has increased within the educational community over the last decade in an attempt to enhance student learning in multiple ways. In particular, researchers have started ... More

    pp. 1460-1466

  20. Personalization of a Theoretical Course in Extracurricular Activities

    Sonay Caner & Göknur Kaplan Akilli, Middle East Technical University, Turkey

    In recent years, online learning environments and adaptive technologies make great progress. Therefore PLEs also have become advanced environments in terms of technology. However, in PLEs there is ... More

    pp. 1467-1472