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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. Analyzing Peer Feedback in a Technology-facilitated Peer Assessment

    Lan Li, Bowling Green State University, United States; Xiongyi Liu, Cleveland State University, United States; Allen Steckelberg, University of Nebraska-Lincoln, United States

    Abstract: The potential of formative peer assessment in fostering student learning is evident, but its increasing popularity in education raises questions about students’ ability to conduct... More

    pp. 98-105

  2. Cultivating a Supportive ePortfolio Environment for Prospective Teachers' Reflections

    Katrina Liu & Ken Zeichner, University of Wisconsin-Madison, United States

    In this paper we use activity theory as a framework to study student teachers professional development through their reflections on their ePortfolios. Activity theory seeks to understand human... More

    pp. 106-110

  3. Online Program Advisory and Assessment: Strategies and Tips

    Leping Liu & Livia D'Andrea, University of Nevada, Reno, United States

    To help our teacher education students complete their Master’s degree programs (with emphases on Information Technology in Education, and on Educational Psychology) entirely online, we have... More

    pp. 111-116

  4. Pre-class Online Quizzing and Pedagogical Change in an Entry Level Course in Early Childhood Teacher Education

    Hsiu-Lien Lu, Georgia Southern University, United States

    Abstract: The purpose of this study was to examine the effectiveness of pre-class online quizzing vs. traditional quizzing, to explore preservice teachers’ perceptions of using the types of... More

    pp. 117-122

  5. Leaving our Silos: Collaborative Design of an Introductory Technology Course

    Nancy Luke & Richard Horah, Armstrong Atlantic State University, United States

    This paper describes a collaborative design of a required Technology for Teachers course in which the approach to development and implementation by the collaborative team mirrored the tenets of... More

    pp. 123-125

  6. Efolio Technologies for Digital Students

    Florence Martin, University of North Carolina - Wilmington, United States; Michele Parker, Angelia Reid-Griffin, Allred Beth & Abdou Ndoye, University of North Carolina Wilmington, United States

    An efolio is a web-based information management system where the student builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their... More

    pp. 126-129

  7. Authentic Assessment in a Virtual World

    Marge Maxwell, Nedra Atwell & Robert Smith, Western Kentucky University, United States

    Assurance that learning is authentic and not assessment driven is critical; many critics say that we have far too much assessment and too many decisions are based on high stakes testing. As we... More

    pp. 130-131

  8. The Effective Implementation of Electronic Portfolios in a Computers in Education Graduate Course: Student Voices

    Jeton McClinton, Jackson State University, United States

    This quantitative study will investigate the benefits and challenges of implementing an electronic portfolio in a Computers in Education graduate course by examining the perception of students... More

    pp. 132-136

  9. Teaching program assessment modeling and analysis to teacher educators

    Susan McKelvey, Virginia Commonwealth University, United States; Matthew Stuve, Ball State University, United States

    In this roundtable, we will use an integrated assessment system to demonstrate performance-based assessment solutions for teacher education programs. This will include creating standards-based,... More

    pp. 137-138

  10. Technological Scaffolding for the Assessment of Teaching Dispositions

    Eunice Merideth & Eric Johnson, Drake University School of Education, United States

    Abstract: This paper presents a variety of technological means that can provide scaffolding support that both teacher education programs and their candidates can use to cultivate and document... More

    pp. 139-153

  11. The Development of an Educational Program and Teaching Material in collaboration with Schools and Regional Educational Institutions

    Wakio Oyanagi, Hidefumi Matsui & Akeshi Yoshida, Nara University of Education, Japan

    This research aims to establish a program that develops the planning and coordinating competence in pre-service and in-service teachers, who are faced with finding a solution to school problems,... More

    pp. 154-161

  12. INSERVICE TEACHERS and E-PORTFOLIOS

    Albert Ritzhaupt, Abdou Ndoye & Michele Parker, UNC Wilmington, United States

    A holistic view of ePortfolios as a system shows different stakeholders. Within the environment exists teacher preparation programs as a subsystem that is composed of administration, faculty,... More

    pp. 162-167

  13. Using MP3 Devices for Teacher Candidate Feedback

    Doug Rogers & Barbara Purdum-Cassidy, Baylor University, United States

    Teacher education faculty members invest countless hours providing feedback on the work of teacher candidates: lesson plans, classroom performance, candidate reflections, etc. Faculty and... More

    pp. 168-171

  14. The Impact of a Web-Based Portfolio System on a New Faculty Member

    Tina Scholtes & Terry Jayroe, Mississippi State University, United States

    During this roundtable session, the presenter will discuss how using an electronic portfolio system enhanced her learning curve during her first year as a new faculty member. As a beginning... More

    pp. 172-174

  15. The Higher Education Technology Assessment Scale (HETAS)

    Eric Seneca, Jeffrey Oscher & Robert Hancock, Southeastern Louisiana University, United States

    This presentation will introduce the participants to the Higher Education Technology Assessment Scale (HETAS). The HETAS has been developed based upon the foundational K-12 work of the CEO Forum... More

    p. 175

  16. Knowledge Transference: From skill to innovation - What our student e-portfolios tell us

    Colleen Sexton, Michael Gordon & Pamela Guimond, Governors State University, United States

    The focus of this research is knowledge transference from an introduction to educational technology course to methods courses. Early theories on knowledge transference suggested that exposure is a ... More

    pp. 176-183

  17. Reflective Blogs as a Tool for Assessment of Student Learning

    Cynthia Shabb, Pauline Stonehouse, Kathy Smart & Bonni Gourneau, University of North Dakota, United States

    Graduate students were asked to create reflective blogs and podcasts in four different courses in a College of Education and Human Development as part of a qualitative study of electronic learning ... More

    pp. 184-189

  18. Education Websites: The Time Saving, Money Saving, and Environmental Saving Solution to Education

    Corey Shay, Donna Cellante, George Semich & Lisa Palmieri, Robert Morris University, United States

    Abstract: The purpose of this article is to present an argument as to why school districts should consider eliminating paper tests and pay for school accounts on education wesites such as Quia and ... More

    pp. 190-197

  19. A Pilot Project on Professional Development for Inservice Teachers at A Graduate School Through Lesson Study on Pedagogical Content Knowledge in Collaboration with Content Area Professors and Methods Course Professors

    Nozomi Shimada, Mitsunori Yatsuka & Yoshinori Higashibara, Shinshu University, Japan

    College of Education at Shinshu University is one of the grantees of “Support Program for Improving Graduate School Education” funded by Japan's MEXT and JSPS. Our project facilitates inservice... More

    pp. 198-202

  20. A model for deploying and integrating program assessment systems in teacher education

    Matthew Stuve, Ball State University, United States; Susan McKelvey & Jennifer Maginnis, Virginia Commonwealth University, United States

    Institutionally motivated by the data-driven requirements of accreditation organizations, assessment has become a shaping force of instructional change in universities and professional programs.... More

    pp. 203-205


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