Society for Information Technology & Teacher Education International Conference
Mar 05, 2017
Editors
Paul Resta; Shaunna Smith
File: File: Cover & Front Pages
Table of Contents
Number of papers: 415
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Charting New Directions in Educational Research
David Gibson, Curtain University, Australia; Gerald Knezek, University of North Texas, United States; Dirk Ifenthaler, University of Mannheim, Germany; Joke Voogt, University of Amsterdam, Netherlands; Rhonda Christensen, University of North Texas, United States; Kim Schildkamp, University of Twente, Netherlands
This panel will review key ideas that may chart a new direction for educational research. The ideas will be selected from a group of papers written in the last five years that are concerned with... More
pp. 973-979
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A Method for Visualizing the Sharing Context in Higher Education Services
Yushun Idei, Daiki Mori, Ryota Sugino, Koji Kimita & Yoshiki Shimomura, Tokyo Metropolitan University, Japan
In recent years, the importance of value co-creation has been recognized widely in the field of services. Realized value, which can also be called value-in-context, is defined by the context. As... More
pp. 980-984
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1:1 Laptop Experience and High-Stakes Testing: Effects on Eighth-Grade Student Achievement
Lea Johnson & Denver Fowler, The University of Mississippi, United States
The purpose of this study was to explore if ubiquitous access to laptop technology affects student achievement on high-stakes online assessments. Existing research on school district 1:1 laptop... More
pp. 985-1009
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Teacher Education Students’ Perceptions of a Peer Assessment Model
Lan Li, Bowling Green State University, United States; Xiongyi Liu, Cleveland State University, United States
Peer assessment has received much attention in teacher education in recent years. Despite its great potential in fostering teacher education students’ learning, the application of peer assessment... More
pp. 1010-1014
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Effect of a Makerspace Training Series on Elementary and Middle School Educator Confidence Levels Toward Integrating Technology
Jennifer Miller, University of North Texas/Birdville ISD, United States; Rhonda Christensen & Gerald Knezek, University of North Texas, United States
Makerspaces provide a learning environment that may be useful to improving teacher confidence levels toward integrating technology into the classroom. The Technology Proficiency Self-Assessment for... More
pp. 1015-1020
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An Examination of the Correlation between Teacher Perception of Technology Integration and Student Success on Standardized Achievement Tests
Vince Moore & Michael Serfin, University of North Texas, United States
The purpose of this research is to identify a relationship between teacher’s perceptions of technology use in the classroom and achievement levels on standardized testing in rural Texas. The Texas ... More
pp. 1021-1027
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Family Perspectives on Teacher Communication Through Technology
Kirstin Natale & Kathryn Servilio, Monmouth University, United States
As technology changes, it is important for both teachers and families to adapt in order to most effectively aid in students’ educational and social success. Families and teachers place high... More
pp. 1028-1032
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Validation of Mobile Phone Use in the Classroom Survey
Blanche O'Bannon, Karee Dunn & Yujeong Park, University of Tennessee, United States
Although mobile phone use in schools is increasing swiftly, very little is known about teachers’ willingness to use these devices in the classroom or their beliefs regarding the possible uses of... More
pp. 1033-1041
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Preliminary Results of a Delphi Study to Identify Teacher Competencies Needed in One-to-One Learning Environments
Andrea Parrish & William Sadera, Towson University, United States
One-to-one learning environments create unique classroom dynamics due to today’s emerging technologies and ubiquitous computing. Therefore, it is important to clearly articulate the competencies... More
pp. 1042-1043
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The Multimedia Principle: A Meta-Analysis on the Multimedia Principle in Computer-Based Training
Ray Pastore, University of North Carolina Wilmington, United States; Jessica Briskin, Senior Learning Design and Developer at ARMS, Inc. and Ph.D. candidate at Penn State University, United States; Tutaleni I. Asino, Oklahoma State University College of Education, United States
This meta-analysis examined the multimedia principle as it applies to computer-based training. Results revealed a significant difference (p<.001) with a medium-high effect (r=.48) on achievement... More
pp. 1044-1050
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Do secondary pre-service teachers have what it takes to educate learners with special educational needs?
Petrea Redmond, University of Southern Queensland, Australia; Jennifer Lock, University of Calgary, Canada
This case study shares secondary pre-service teachers’ concerns about teaching students with special educational needs within mainstream classrooms. Many pre-service teachers are fearful that they ... More
pp. 1051-1056
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Pre-Service Teachers’ Perceptions about Identifying, Managing and Preventing Cyberbullying
Petrea Redmond, University of Southern Queensland, Australia; Jennifer Lock, University of Calgary, Canada; Victoria Smart, University of Southern Queensland, Australia
Cyberbullying uses technology to deliberately and repeatedly humiliate, harass, or threaten someone with the intention to cause reputational damage, harm, or intimidation. It is a widespread issue ... More
pp. 1057-1064
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Effective Planning Strategy in Robotics Education: An Embodied Approach
Woonhee Sung, Jung-Hyun Ahn, Shi Ming Kai & John Black, Teachers College, Columbia University, United States
To investigate the effectiveness of an instructional strategy for robotics education in an elementary educational setting, this study employed LEGO WeDo as a tool in two types of embodiment... More
pp. 1065-1071
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Comparative Study on the Effects of Making Students Create Questions and Answers for Quizzes
Toshihiko Takeuchi, Tokyo University of Social Welfare, Japan; Shogo Kato, Tokyo Woman’s Christian University, Japan; Yuuki Kato, Sagami Women’s University, Japan
We carried out experiments about quizzes “Japanese so-and-so” for university students before as follows: “making them create a quiz,” “making them solve quizzes,” and “making them create a quiz and... More
pp. 1072-1077
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The International Handbook of Information Technology in Primary and Secondary Education: Part 1
Joke Voogt, University of Amsterdam, Netherlands; Gerald Knezek & Rhonda Christensen, University of North Texas, United States; Kwok Wing Lai & Keryn Pratt, University of Otago, New Zealand; Peter Albion, University of Southern Queensland, Australia; Jo Tondeur, Vrije Universiteit Brussel/ Ghent University, Belgium; Mary Webb, King's College London, United States; Dirk Ifenthaler, University of Mannheim, Germany; David C. Gibson, Curtin University, Australia; Paul Resta, University of Texas, United States; Thérèse Laferrière, Laval University, Canada; David Slykhuis, James Madison University, United States
This symposium aims to introduce to the SITE community the second edition of the International Handbook of Information Technology in Primary and Secondary Education to be published in 2018. The... More
pp. 1078-1081
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The International Handbook of Information Technology in Primary and Secondary Education: Part 2
Joke Voogt, University of Amsterdam, Netherlands; Gerald Knezek & Rhonda Christensen, University of North Texas, United States; Kwok Wing Lai & Keryn Pratt, University of Otago, New Zealand; Peter Albion, University of Southern Queensland, Australia; Jo Tondeur, Vrije Universiteit Brussel/ Ghent University, Belgium; Mary Webb, King's College London, United States; Dirk Ifenthaler, University of Mannheim, Germany; David C. Gibson, Curtin University, Australia; Paul Resta, University of Texas, United States; Thérèse Laferrière, Laval University, Canada; David Slykhuis, James Madison University, United States
This symposium aims to introduce to the SITE community the second edition of the International Handbook of Information Technology in Primary and Secondary Education to be published in 2018. The... More
pp. 1082-1085
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Benefits and Challenges of Design-Based Learning in a Middle School Classroom
Teri Wagner, Hollins University, United States; Katherine Cennamo, Virginia Tech, United States
There is growing support for the use of design-based learning as a methodology to foster students’ 21st century skills in areas such as communication, collaboration, creativity, and critical... More
pp. 1086-1092
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How Do I Know It's Working? A Teacher's Search for Evidence
Melissa Warr & Richard West, Brigham Young University, United States
Most educators agree that educational efficacy increases when teachers use data to make instructional decisions. Teachers also develop experiential knowledge that assists in many of the day-to-day... More
pp. 1093-1098
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A Three-pronged Conceptual Framework for Developing an Effective and Sustainable K-12 Educational Technology Environment
Dowayne Davis, New Jersey City University, United States
Abstract: The world that our students live in continues to modernize and evolve at a rapid pace. To maintain pace with changes in technology, we tend to find a revolving door of new educational... More
pp. 1099-1104
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The experience of a first-year principal transforming teaching and learning in a one-to-one computing environment
Stefani N. Pautz & William A. Sadera, Towson University, United States
Technology leadership is a challenging responsibility for any principal, and for first-year principals, there are added challenges associated with being new to the role. This study presents the... More
pp. 1105-1107
