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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. The Development of Teacher Professional Knowledge: Meditate to Reflect

    Yungwei Hao, National Taiwan Normal University, Taiwan

    Teacher knowledge needs to be updated. This study integrated mediation into the process of the knowledge development by having the research participants meditate and reflect their teaching... More

    pp. 326-329

  2. Embracing Adult Learners in the Online Environment: Differentiation and Collaboration

    Lindsay Harker & Fan-Yu Lin, Robert Morris University, United States

    Today’s higher education is far reaching beyond time, space, and student characteristics. A significant increase of adult learners, non-traditional students, has made a much diverse and dynamic... More

    pp. 330-334

  3. Pre-Service Teacher Perspectives on Course Delivery Formats

    Denyse Hayward & Ewa Wasniewski, University of Alberta, Canada

    This paper presents findings of a study of post-secondary course delivery formats (online, face-to-face, blended learning) from the perspective of pre-service teachers in both elementary and... More

    pp. 335-339

  4. edTPA and Teacher Evaluation in an Online Teacher Preparation Program

    Tina Heafner & Teresa Petty, University of North Carolina at Charlotte, United States

    Central to determining the effectiveness of technology and value of technology-based program structures is the quality of teacher preparation. One widely accepted measure of quality is edTPA. This ... More

    pp. 340-343

  5. Experiences in Using a MOOC to Support Teacher Professional Development of a New AP Course in Computer Science

    Md Mokter Hossain & Jeff Gray, The University of Alabama, United States

    This paper presents our experience in designing and delivering a free multi-week MOOC with Google Course Builder (GCB), which was deployed on the Google App Engine (GAE) cloud server. The course... More

    pp. 344-350

  6. Behind the Scenes - The symbiotic workflow in creating a higher education online course

    Yi Jin, Ritushree Chatterjee, Caglar Yildirim, Pinar Arpaci, Darshana Juvale, Meriesa Elliott, Rebecca O'Connell & Kadir Karakaya, Iowa State University, United States

    There is an increasing need for all concerned parties to work shoulder-to-shoulder with faculty members in designing online courses. In this presentation, we will focus on the behind the scenes of ... More

    pp. 351-356

  7. Ensuring Quality in Online Learning: A Proposed Instructional Design Model

    Yi Jin, Pinar Arpaci & Darshana Juvale, Iowa State University, United States

    The purpose of this paper is to introduce a practical model about how an online course development team at a large Midwestern land-grant university collaborates with instructors to design, develop,... More

    pp. 357-358

  8. Translating a Traditional Language Class into an Effective Online Language Course

    Claire Knowles, The University Of Memphis, United States

    This session will demonstrate how instructors can translate their successful language classroom into an equally successful virtual language classroom. The presenter will summarize some of the... More

    p. 359

  9. An Evaluation of Various Technological Aspects of the Math Teacher Leadership Center Program

    Heng-Yu Ku, University of Northern Colorado, United States; Lori Sachau, University of Colorado, United States; David Glassmeyer, Kennesaw State University, United States

    This study focused on a program designed for in-service math teachers pursuing a graduate degree in mathematics. The perceptions the in-service math teachers had about the various technological... More

    pp. 360-363

  10. Online Learning and Dropout Prevention in K-12 education

    Yu-Chun Kuo, Jackson State University, United States; Yu-Tung Kuo, Purdue University, United States

    This paper provides an overview of dropout issues and the potentials of the use of educational technology in decreasing the number of dropouts. It starts with a report of the facts of dropouts in... More

    pp. 364-373

  11. Developing an Online Learning Community: A Framework for Identifying the Connections between Formal and Informal Participatory Activities

    Heather Lamb & Kashieka Popkin, Department of Learning Technologies University of North Texas, United States

    As higher education institutions continue to compete for more students with less time, space, faculty and resources, the planning and creativity to develop an online course is something that... More

    pp. 374-376

  12. Preparing Pre-service Teachers: Designing a Communications Course through an ITD Model

    Angela M. Lee & Leping Liu, University of Nevada, Reno, United States

    This paper is a report on the design of a communications course used to prepare pre-service teachers to use communication-type technology for distance education classes. We used activity theory as ... More

    pp. 377-381

  13. TPACK Growth at a Distance

    Kathryn S. Lee, Texas State University, United States; Yungwei Hao, National Taiwan Normal University, Taiwan; Shaunna Smith, Texas State University, United States

    As part of a larger mixed methods study, this paper is reporting on the TPACK development of twelve graduate students enrolled in a teaching methods distance learning course at a large southwestern... More

    pp. 382-387

  14. Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches

    Tabia Lee, University of San Francisco, United States; Cinzia Forasiepi, Sonoma State University, United States; Kevin Graziano, Nevada State College, United States

    As teacher education colleges increasingly venture into online education, the need for faculty training and innovations to support dialogic and reflective learning becomes more pressing. This... More

    pp. 388-392

  15. Interaction, Satisfaction, and Perceived Progress in Online Language Courses

    Chin-Hsi Lin, Binbin Zheng & Yining Zhang, Michigan State University, United States

    Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may... More

    pp. 393-399

  16. Intrinsic Motivation, Satisfaction, and Attitudes to Technology in a Collaborative Project in Higher Education

    Noga Magen, Gordon College, Israel; Miri Shonfeld, Kibbutzim College of Education and Mofet, Israel; Roni Dayan, Ministry of Education, Israel

    This study examines the contribution of intrinsic motivation and satisfaction in the online collaborative project on attitudes towards technology in aspects of technological anxiety, self... More

    pp. 400-405

  17. A Trial and Study on a Flipped Classroom Using Video Learning Materials for Preparation at an Elementary School in Japan

    Noriyuki Matsunami, Nishi-Tokyo City Sakae Elementary School, Japan; Masahiro Nagai, Tokyo Metropolitan University, Japan

    Japan’s new Course of Study, the government guideline for teaching, requires elementary and junior high school students to acquire the abilities of “acquisition” and “utilization.” However,... More

    pp. 406-411

  18. Using Zoom, Cloud Based Video Web Conferencing System: to Enhance a Distance Education Course and/or Program

    Kimberly McCoy, Nova Southeastern University (NSU) ITDE Doctoral Student, United States

    Cloud based applications are starting to gain a great deal of attention because of their capabilities and ease of use for the end user. One example of this is an application titled Zoom, Cloud... More

    pp. 412-415

  19. Evolution of online interactions while observing classroom situations on video during a distance education course

    Florian Meyer, Université de Sherbrooke, Canada; Marc-André Gazé, Université de sherbrooke, Canada; Roselyne Lampron, Université de Sherbrooke, Canada

    The role of an online teacher trainer to support interactions between student teachers is quite complex. He has to set up various types of interactions in order to support the learning that occurs ... More

    pp. 416-421

  20. Investigating STEM Teacher Motivation in an Online Community of Practice

    Sarah North & Joshua Ellis, University of Minnesota, United States

    This paper describes a recent research study that sought to understand the motivation of beginning STEM teachers within an online community of practice course. Both quantitative and qualitative... More

    pp. 422-427