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SITE 2007--Society for Information Technology & Teacher Education International Conference

Mar 26, 2007


Roger Carlsen; Karen McFerrin; Jerry Price; Roberta Weber; Dee Anna Willis

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Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 702

  1. An Instrument Development: Interactivity Survey (the IS)

    Murat Kahveci, BOGAZICI UNIVERSITY, Turkey

    Although there is no agreement as to what interactivity and interaction mean in educational literature, researchers are in agreement that both terms are vital for teaching and learning one way or... More

    pp. 809-819

  2. The Effectiveness of Teaching Methodologies in Computer Programming

    Leslie Keller, North Carolina State University, United States

    This brief paper addresses the effectiveness of using objectivist and constructivist pedagogies when teaching a high school computer science course. The effectiveness of pedagogies used is... More

    pp. 820-825

  3. Analysis of Technology and Research in Published Education Articles

    MIchael Kelley, University of Virginia, United States; Susan Jinks, University of Florida, United States; Debra Sprague, George Mason University, United States; Ann Thompson, Iowa State University, United States; Glen Bull, University of Virginia, United States

    Doctoral students and professors at four universities have initiated an on-going assessment of the research and publication on technology through a longitudinal survey of education journals. The... More

    pp. 826-827

  4. The Effect of Collaborative Formative Assessment on Student Learning in an Online Classroom

    Beverly Klecker, Morehead State University, United States

    This exploratory research study examined the impact of using feedback from weekly multiple-choice tests on final exam scores and students' IDEA course ratings. The teacher researcher taught two... More

    pp. 828-833

  5. Look at yourself! Computing skills among teacher trainers

    Kari Kumpulainen, University of Oulu, Finland

    Abstract: Lot of concern has been focused towards teacher students ICT-skills. At the same time it has been merely forgotten that also teacher trainers themselves need to update their... More

    pp. 834-842

  6. Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools

    Therese Laferriere, Laval University, Canada; Alain Breuleux & Sandrine Turcotte, McGill University, Canada; Stéphane Allaire, Université du Québec à Chicoutimi, Canada; Christine Hamel, Université Laval, Canada

    This paper reports on university-school partnerships that support the renewal and enrichment of the school learning environment in remote rural areas in an educational reform context. The design... More

    pp. 843-849

  7. Pre-service teachers' online reflexive discourse patterns during student teaching

    Therese Laferriere, Laval University, Canada; Stéphane Allaire, Université du Québec à Chicoutimi, Canada

    This paper reports on pre-service teachers' use of Web-based environments to support field experiences, collaborative reflective practice and knowledge building. The goal was to identify pre... More

    pp. 850-857

  8. The Effects of Assessment Training on the Quality of Peer Feedback and the Quality of Students’ Projects in Peer Assessment

    Lan Li & Al Steckelberg, University of Nebraska in Lincoln, United States; Xiongyi Liu, University of Maine-Orono, United States

    This study is currently in the stage of data analysis. This study investigates the impact of assessment training on the quality of peer feedback and the quality of students' final projects in a web... More

    pp. 858-861

  9. Analysis of the Impact of a Ten-Year Technology Initiative on Students’ Outcomes

    Wenxue Li, Texas Children's Hospital, United States; Trena Wilkerson & Doug Rogers, Baylor University, United States

    Abstract: The purpose of this study was to examine the impact of a ten-year technology training initiative on students' outcomes measured by GPA, number of discipline referrals, number of absences,... More

    pp. 862-870

  10. Evaluating the Quality of Current Online CBI Applications for K-12 Learners

    Leping Liu, University of Nevada, Reno, United States

    This paper evaluates the quality of 900 Web delivered computer based instruction (CBI) programs (tutorials, drills, games, and tests) used by K-12 teachers and students over a seven-year period... More

    pp. 871-876

  11. Uncovering the Potential of Web-based Case Discussion for Fostering Critical Thinking and Conceptual Learning among Pre-service Teachers

    Xiongyi Liu, University of Maine-Orono, United States; Roger Bruning, Christy Horn & Lan Li, University of Nebraska-Lincoln, United States

    While more and more teacher educators are using web-based case discussion, little empirical research has been conducted on how to fully realize the claimed benefits related to this new pedagogical ... More

    pp. 877-879

  12. Will Online Instruction Affect Online Learner's Learning Styles?


    This study was designed to investigate how online instruction affected students' learning styles in a graduate educational course. A one group pretest-posttest design was employed. The study... More

    pp. 880-881

  13. Sharing eLearning Evaluation and Quality Measurement Resources

    Colla MacDonald, University of Ottawa, Canada; Jan Donio, Executive Director, Council for Ontario Universities, Canada

    There is no doubt that technology is becoming integral to the University teaching-learning process as ongoing advancements continue to offer, and students continue to demand new and flexible... More

    pp. 882-889

  14. Interactive Web Sites That Teach: Type II Examples for Use in Teacher Education

    Cleborne Maddux, LaMont Johnson & Rhoda Cummings, University of Nevada, Reno, United States

    User interactivity in computer education has been shown to increase learning and satisfaction. Yet, Website interactivity has been neglected in educational Websites. We will present a definition of... More

    pp. 890-894

  15. Instrumented Collective Learning Situations (ICLS) : the gap between theoretical research and observed practices

    Christine Michel, Elise Garrot & Sebastien George, INSA de Lyon, France

    According to socio-constructivism approach, collective situations are promoted to favor learning in classroom, at a distance or in a blended educational context. So, many Information and... More

    pp. 895-901

  16. Problem Based Learning Using ICT and Decision-Making Approach

    Yoshinori Naruse, Toyama National College of Maritime Technology, Japan; Isao Miyaji, Okayama University of Science, Japan

    Decision-making is conducted based on rational thought process and judgment in general. This paper reports two kinds of educational activities about a study of decision making. It was clearly... More

    pp. 902-906

  17. Creating Support for K-12 Technology Integration: Scientific Evidence of Systems Change

    Dianna L. Newman, The University at Albany/SUNY, United States

    This paper presents a model for creating and documenting systems change in K-12 buildings that will support technology integration. Based on a meta-analysis of change matrices for over 20 buildings... More

    pp. 907-912

  18. Meeting Funders’ Needs for Scientifically Based Documentation of Technology Outcomes: It Can Be Done!

    Dianna L. Newman, The University at Albany/SUNY, United States

    The majority of educational funders now require that grantees produce scientifically based evidence of program outcomes. The purpose of this paper is to present potential research designs that will... More

    pp. 913-918

  19. High Level Thinking through Online Debate

    Janet Penner-Williams & Stover Elizabeth, University of Arkansas, United States

    A well-designed and structured online course can provide for discussion at high levels of thinking. A debate format was adopted as part of an online contemporary issues in education graduate... More

    pp. 919-924

  20. Introducing Handheld Technology to Educators: Lessons Learned from a School District’s Perspective

    Jane Pilling-Cormick, John Laverty & Marilyn Legault, Hamilton-Wentworth District School Board, Canada

    The aim of this paper is to highlight the significant role an evidence-based approach to research plays in introducing handheld technology to teachers school-wide, something not seen as much in the... More

    pp. 925-931