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SITE 2009--Society for Information Technology & Teacher Education International Conference

Mar 02, 2009 Volume 2009, Number 1

Editors

Ian Gibson; Roberta Weber; Karen McFerrin; Roger Carlsen; Dee Anna Willis

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Table of Contents

Number of papers: 771

  1. Staff Development and Training Using Topic-Case Driven Methodology

    Leena Hiltunen & Tommi Kärkkäinen, University of Jyväskylä, Finland

    Teachers working in higher education are nowadays overloaded with teaching and research duties that disable them to adopt new practices for improving their educational contents, teaching models,... More

    pp. 1202-1209

  2. Teaching From the Soul: One Essential Element in Building Community in an Online Graduate Course

    Dale Hoskisson, Valley City State University, United States

    Perhaps the greatest challenge currently facing online educators is building a sense of belonging and community in the online classroom. In the virtual environment, where the students’ most common ... More

    pp. 1210-1215

  3. Examining the Relationship between Technology Usage in the Classroom and the Assessment of Online Professional Development Courses

    Marvin Howard, Heartland Area Education Agency, United States

    This study investigates the relationship between the usage of technology in the classrooms of inservice teachers and their assessment of the integration of technological pedagogical content... More

    pp. 1216-1220

  4. Optimal Method for Rapid Development of Training Materials Covering Online Software

    James Janossy & Todd Hover, DePaul University, United States

    This paper describes the literature search effort instituted by small group of university academic and staff personnel assigned to assume software training responsibilities for 2,400 university... More

    pp. 1221-1226

  5. Keep the Ball Rolling: Ways to Sustain the Positive Changes from an Innovative Faculty Technology Training Initiative

    Jane Kenney, West Chester University, United States; Padmini Banerjee, Delaware State University, United States; Ellen Newcombe, West Chester University, United States

    Abstract: Working insights will be shared from a five-year follow-up of a faculty technology-training initiative at West Chester University. This campus-wide faculty development program included “... More

    pp. 1227-1232

  6. Applying a model of Lesson Structure-Based Technology Integration (LSBTI) in Student Teaching

    Hee-Young Kim, Armstrong Atlantic State University, United States

    Responding to the call for information technology integrated into contents of methods and curriculum courses, and the need of the guided directions for student teachers with the lack of technology ... More

    pp. 1233-1235

  7. Effects of Teacher Reflection with Highlighted Level Process Displays: Presenting Differences between Lesson Plan and Implemented Actions

    Fumiko Konno, Yuka Kanno & Takashi Mitsuishi, Tohoku University, Japan

    This study intends to develop a methodology of teacher reflection that is based on the instructional design process for the purpose of improving the quality of teaching. In our method, differences ... More

    pp. 1236-1242

  8. Graduate Students’ Perceptions of the Effectiveness of an Online Secondary Teaching Strategies Course

    Kathryn S. Lee, Texas State University-San Marcos, United States

    In an effort to meet the increasing needs of the graduate student population at a large southwestern state university, several online courses have been developed to assist students in meeting the... More

    pp. 1243-1249

  9. A Blended Approach for Pre-service Teacher Education: Design and Implementation Considerations

    Hong Lin, Oklahoma State University, United States

    This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. The analysis of the data, collected from 46 pre... More

    pp. 1250-1253

  10. Conflict Resolution in the Online Classroom

    Teresa Mason, Jutta Pegues & Lisa Bunkowski, Park University, United States

    Communication within an online classroom is very different from communication in a face-to-face classroom. This paper will discuss the unique features of online communication related to conflict... More

    pp. 1254-1259

  11. Collaborative Learning Using a Wiki

    Kathryn Matthew, University of Houston Clear Lake, United States; Emese Felvegi, University of Houston - Clear Lake, Hungary; Rebecca Callaway, Arkansas Tech University, United States

    Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students... More

    pp. 1260-1265

  12. Learning Portals for Faculty Development

    Nancy McConnell, Florida State University/Student, United States

    Possible services that a faculty learning community portal that would enhance the self-directed informal learning could include: (1) Question and Answers, (2) White pages, (3) Subject matter... More

    pp. 1266-1268

  13. Primary Methodologies for Delivering Preservice Teacher Instruction in the Use of Technology

    Shelley McCoy, University of Tennessee - Knoxville, United States

    Abstract: Historically, teacher education programs have instructed preservice teachers in the use of technology as part of an educational media course that focused more on production of materials ... More

    pp. 1269-1274

  14. The Nature of Students’ Collaboration in the Creation of a Wiki

    Allison McCulloch & Ryan Smith, North Carolina State University, United States

    In traditional graduate classrooms, collaborative projects generally result in a group paper submitted to the instructor and a group presentation to the class. However, when the goal of the... More

    pp. 1275-1280

  15. Quality Matters: Designing, Implementing and Assessing Alternate Certification Programs

    Karen McFerrin, Barbara Duchardt, Paula F. Furr, Steven G. Horton & Vickie Gentry, Northwestern State University, United States

    Designing, Implementing, and Assessing Online Courses in Alternate Certification Programs describes the creation or redesigning, implementing, assessing, and offering of all courses in an... More

    pp. 1281-1289

  16. Best Practices for Developing an Online Master of Arts in Teaching Program

    Darrell Naylor-Johnson, SCAD, United States

    Distance education and online course work present unique challenges for delivering academic programs to non-place bound student enrollments. The programmatic dynamics of a Master of Arts in... More

    p. 1290

  17. One Faculty Member’s Story - How to Learn to Do What You Don’t Know How to Do?

    Susan Offutt, Kathy Smart & Donna Pearson, University of North Dakota, United States

    Recognizing the continuing challenge for teacher educators to integrate technology into the curriculum, an exploratory project based on a faculty learning community (FLC) was initiated. Two... More

    pp. 1291-1295

  18. Integrating Technologies into Education Courses: Faculty Changing Teaching Practices, Faculty Changing Teacher Candidates’ Teaching Practices: Reporting of Phase II

    Margaret Pope, Teresa Jayroe & Dana Franz, Mississippi State University, United States

    The inclusion of technology-rich teaching environments provided faculty the opportunity to examine teaching methods as they integrated technology practices into course assignments for teacher... More

    pp. 1296-1298

  19. From Conventional Spaces to Virtual Places: Enhancing Teacher-Student Communication in the Hybrid/Online Course

    Renee Robinson, Saint Xavier University, United States; Darylann Whitemarsh, Marian University, United States

    United States’ postsecondary institutions and their organizational environments have changed significantly regarding constituency expectations of student learning, instructional practices, and... More

    pp. 1299-1306

  20. Field Experiences in Digital Storytelling: Increasing Teacher Confidence and Transfer into the Classroom

    Regina Royer & Patricia Richards, Salisbury University, United States

    In spite of increasing access to technology in K-12 classrooms and ongoing professional development for teachers, integration of technology into instruction is still an issue. This lack of... More

    pp. 1307-1311


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