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SITE 2015--Society for Information Technology & Teacher Education International Conference

Mar 02, 2015

Editors

David Rutledge; David Slykhuis

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File: Cover & Front Section

File: Table of Contents

Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 630

  1. Effectively Organizing and Managing an Electronic Portfolio

    Jackie McBride, Joan Henley, Joanna Grymes & Diana Williams, Arkansas State University, United States

    Electronic portfolios (e-folios) are often used as a means of evaluating students’ performance in many higher education institutes. E-portfolios provide a creative way of organizing, summarizing,... More

    pp. 975-980

  2. Enhancing Urban Teachers STEM and Leadership Capacities: A preliminary report on a unique private-public-public partnership

    Punya Mishra, Leigh Wolf, Sonya Gunnings Moton, Candace Marcotte, Kyle Shack, Akesha Horton, Christopher Seals & Alex Lishinski, Michigan State University, United States; Dakota Pawlicki, Chicago Public Schools, United States

    This symposium discusses a unique example of private-public-public partnership (the MSU-Wipro STEM & Leadership program) to enhance the STEM (Science, Technology, Engineering & Mathematics)... More

    pp. 981-986

  3. Enhancing Urban Teachers STEM and Leadership Capacities: A preliminary report on a unique private-public-public partnership

    Punya Mishra, Leigh Wolf, Sonya Gunnings Moton, Candace Marcotte, Kyle Shack, Akesha Horton, Christopher Seals & Alex Lishinski, Michigan State University, United States; Dakota Pawlicki, Chicago Public Schools, United States

    This symposium discusses a unique example of private-public-public partnership (the MSU-Wipro STEM & Leadership program) to enhance the STEM (Science, Technology, Engineering & Mathematics)... More

    pp. 987-992

  4. Co-Constructing Knowledge Through mOOC Design and Development

    Laura Morrison, Diana Petrarca, Janette Hughes & Jennifer Laffier, University of Ontario Institute of Technology, Canada

    The realm of e-learning has evolved significantly over the past twenty years. Most recently, the MOOC, or massive, open, online course has become popular in educational settings and beyond. The... More

    pp. 993-998

  5. Technology Trumping Sleep: Impact of Electronic Media and Sleep in Late Adolescent Students

    Kerry Moulin, CSUS California State University Sacramento, United States

    The purpose of this study was to explore the impact of evening media upon sufficient healthy sleep. The study also examined impact in student academic success due to lack of sleep or electronic use... More

    pp. 999-1001

  6. Establishing a blended learning program through situated faculty development: Experiences and reflections

    Azra Naseem & Chris Handley, Aga Khan University, Pakistan

    This paper describes the experiences of establishing a blended learning program at a multi-campus university through a situated learning approach for faculty development. The project ran from May... More

    pp. 1002-1010

  7. Facilitating Action Research in Higher Education using Flipped Classroom Approach

    Carolyne Obonyo & Amy S. C. Leh, California State University San Bernardino, United States

    This paper reports on the findings of a study conducted to investigate how a flipped classroom model was effectively used to facilitate an action research course. It provides a better understanding... More

    pp. 1011-1014

  8. Instructors’ First Time Experience with iPads in Traditional Classrooms

    Ju Park, Indiana University Northwest, United States

    This pilot study examines how faculty members have positively and negatively experienced the use of Apple iPads at physical classroom (brick & mortar classroom), supported by the Faculty Learning... More

    pp. 1015-1017

  9. Modeling and Coaching Through E-Learning

    Jason Powell, The University of North Texas, United States

    As more students enter programs with fully or partially online courses, the field of education has invested considerable thought and research into the most effective models of instruction in online... More

    pp. 1018-1022

  10. Preservice K-12 Teachers’ Concerns Regarding Teaching Online

    Glenda Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Tennessee at Knoxville, United States; Thomas Rakes, The University of Tennessee at Martin, United States

    This paper proposes a study that will assess preservice K-12 teacher concerns regarding teaching online. Data will be analyzed by summarizing the Stages of Concern Questionnaire results and... More

    pp. 1023-1026

  11. Teacher Comfort Related to Current and Future Technology Use

    Rachel Vannatta Reinhart, Sharon Shaffer, Toni Sondergeld & Savilla Banister, Bowling Green State University, United States

    Research has shown that teacher comfort and confidence with technology is significantly related to teacher technology use in the classroom (Buabeng-Andoh, 2012). Through a 1:1 pilot, this study... More

    pp. 1027-1030

  12. Teacher participation in ongoing online professional development to support curriculum implementation: Effects of the GlobalEd 2 PD program on student affective learning outcomes

    Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States; Lisa J. Lynn, University of Illinois at Chicago, United States

    There is a growing interest in ongoing and just-in-time professional development (PD) opportunities that are delivered online for teachers who are implementing new curricula. We report on our... More

    pp. 1031-1038

  13. Lecturers’ Attitude towards the Social Media Integration in Courses: A Case Study in Thailand.

    Thapanee Seechaliao, Faculty of Education, Mahasarakham University., Thailand

    This paper presents the lecturers’ attitude towards the social media integration in courses: a case study at Mahasarakham University in Thailand. The research methodology uses a survey approach.... More

    pp. 1039-1044

  14. Online Graduate Teacher Education: Establishing an EKG for Student Success Intervention

    Brett Shelton & Jui-long Hung, Boise State University, United States

    Predicting which students enrolled in graduate online education are at-risk for failure is an arduous yet important task for teachers and administrators alike. This research reports on a... More

    pp. 1045-1050

  15. Live Journal: an Online Channel for a Conference Community

    Miri Shonfeld, Kibbutzim College of Education and Mofet, Israel; Smadar Bar-Tal, The Mofet Institute and Levinsky College of Education, Israel; Yoram Orad, Mofet Institute, Israel

    ‘Live Journal’ is an online interactive channel that was applied in the International conference on Teacher-Training, to increase the engagement of the participants, and the sharing of information;... More

    pp. 1051-1055

  16. Using the TPACK Framework to Increase Technology use in Higher Education Around the World

    David Slykhuis, James Madison University, United States; Mark Hofer, College of William and Mary, United States; John Lee, North Carolina State University, United States; Jim Ptaszynski, Technology Enhanced Instruction, United States

    Higher education faculty are experts in their fields, but often are not practiced in the fine art of teaching. Teaching practice in higher education is dominated by stand and deliver pedagogies... More

    pp. 1056-1061

  17. Expanding PhD Students Knowledge-Base: Skyping with the Experts

    Debra Sprague, Susan Groundwater, Thomas Opfer, Ronald Shultz & Tina St. Pierre, George Mason University, United States

    This article discusses a PhD course on technology and teacher development in which six world-renewed scholars were invited to participate via Skype. This virtual participation provided the... More

    pp. 1062-1068

  18. Digital practices: An ecological approach to developing expertise within a teaching and learning community

    S.E. Springer, Middlebury Institute of International Studies, United States

    Many teacher education programs require portfolios as an evaluation component. The contents are often highly prescribed, the platform or tool is mandated, and the emphasis is on meeting external... More

    p. 1069

  19. Facilitating the Development of Critical Thinking in Undergraduate Students using Technology Enhanced Learning Environments

    Ruth Swart, University of Calgary, Canada

    The following paper will discuss a research study currently in progress to determine beneficial strategies to support the development of critical thinking in undergraduate students. Critical... More

    pp. 1070-1076

  20. Online Teaching: Teams Improve the Quality of Discussions

    Zsuzsanna Szabo, Marist College, United States

    When teaching online, instructors should “walk the talk,” and adapt instructional methods to the content they teach. Especially for online teaching it is not enough to only populate the online site... More

    pp. 1077-1081