Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 370
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Rural Elementary Teachers’ STEM Teaching During COVID-19
Katie L. Johnson & Nathaniel Largo, University of Nebraska-Lincoln, United States; Amanda Thomas, University of Nebrasks-Lincoln, United States; Amy Sokoll Bauer, University of Nebraska-Lincoln, United States
This brief paper reports on the ongoing study of twelve rural elementary teachers’ use of technology while teaching STEM during the COVID-19 pandemic. The study is rooted in the TPACK framework... More
pp. 755-760
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Promoting Deeper Discussions
Kevin Krahenbuhl, Middle Tennessee State University, United States
The world of today is one infused with distractions and challenges. Teachers and students can greatly benefit from discussion but engaging in those discussions is affected subtly and not to subtly... More
pp. 761-766
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Investigating Minnesota Literacy Teacher Insights During COVID-19: Distance Learning, Hybrid, and In-person Instruction
Lisa Krall, Bemidji State University, United States; Kate Kelly, St. Catherine University, United States; Debra Peterson, University of Minnesota, United States; Wendy Richards, University of Northwestern, United States
Minnesota’s P-12 teachers and other literacy educators (i.e. professors, literacy coaches, etc.) were impacted by the pandemic. Many schools transitioned from in-person learning to online or... More
pp. 767-771
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Using SeeSaw to Promote Phonological Awareness in Primary Age Students
Mariah Kramer & Jennifer Weible, Central Michigan University, United States
Reading requires phonological awareness: the necessary understanding of students to manipulate and use different words and parts of words in order to make connections between sounds and letters... More
pp. 772-775
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Remote learning experiences when you prefer pen & paper over digital devices
Sanna Oinas, University Helsinki, Faculty of Educational Sciences, Finland; Risto Hotulainen, Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland
Not all students are confident in their technological skills. Despite the broadly saluted growth of the use of digitalized teaching practices due to the pandemic, research has evidenced that some... More
pp. 776-781
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Teachers, Students, and the Pandemic: How do we Move Forward?
Rebekah Piper, Lorrie Webb & Karen Kohler, Texas A&M University-San Antonio, United States
Online instruction is not considered a new teaching strategy for some. However, with the recent transition to virtual learning due to the global COVID pandemic, teachers are responsible for... More
pp. 782-785
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Design and validation of an instrument to measure teacher competencies for instruction in one-to-one learning environments
William Sadera, Towson University, United States
The purpose of this presentation is to share research on the design and validation of an instrument to be used to measure teacher preparedness for instruction in a one-to-one learning environment. ... More
pp. 786-789
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Which Pedagogical Strategies are Prevalent in Emergency Remote Teaching? Crosschecking Teachers and ICT Coordinators' Perspectives
Tamar Shamir Inbal, Ina Blau & Shlomit Hadad, The Israeli Open University, Israel
This study describes teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The purpose ... More
pp. 790-794
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Campus Leaders’ Use and Attitudes Towards Technology Impacted by COVID-19
Norma Veguilla-Martinez, Katy Independent School District, United States; Antonio Corrales, Jennifer Grace & Michelle Peters, University of Houston - Clear Lake, United States
Overnight schools across the nation were required to switch to virtual instruction due to the pandemic COVID-19. The purpose of this mixed methods study was to examine the influence of COVID-19 on... More
pp. 795-799
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FazBoard an AI-Educational hybrid Teaching & Learning System
Fawzi Benmessaoud & Louie Zhu, IU School of Informatics & Computing, IUPUI, United States
FazBoard is a project that integrates intelligence with an AI Assistant as a human-AI hybrid system for teaching and learning to leverage the potential of human-AI interaction in educational... More
pp. 800-808
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Undergraduate Students’ Perceptions of Interactive Instructional Videos
Liza Bondurant, Gray Kane, Maria Weber & Severine Groh, Delta State University, United States
In this panel, we will share the results of a study investigating students’ perceptions of interactive instructional videos. We hypothesized that students would find the interactive features had a ... More
pp. 809-813
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An Investigation of Machine Learning-Based Plagiarism Detection in Computer Programming
Michael Cao & Wei-Fan Chen, The Pennsylvania State University, United States
This paper proposes the improvement of machine learning-based plagiarism detection systems in college-level computer science courses. Current plagiarism detection systems have been previously... More
pp. 814-817
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Using Learning Analytics to Assess Student Success in Community College Open Educational Resource Biology Courses
Adronisha Frazier, Louisiana State University/Northshore Technical Community College, United States
This study examines the efficacy of learning analytics in investigating student success in open educational resource (OER) biology courses—online, hybrid, and face-to-face—at a community college... More
pp. 818-825
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Innovative Ways of Engaging Teachers through Virtual Coaching with the Early Literacy Learning Model
Vickie Johnston, Florida Gulf Coast University, United States
In response to the global pandemic, the process of literacy coaching required programs to re-envision innovative ways of engaging teachers and coaches in a collaborative process with the use of... More
pp. 826-831
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Monitoring of the Achievement Degree of Instructional Objectives Based on Learning Evaluation Data
Bilan Liang & Lingling Meng, East China Normal University, China
One of the most important indicators to evaluate students' learning effects is whether the instructional objectives are met. Monitoring the achievement degree of objectives is helpful for teachers ... More
pp. 832-838
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Differential Effects of Face-to-Face and Online Yoga Instruction on the Anxiety and Flexibility in College Students”
Robyn Miller, Bowling Green State University, United States; Judy Lambert, University of Toledo, United States
A research study employing a nonequivalent pretest-posttest comparison group design was used to measure online and face-to-face (FTF) yoga instructional methods and their effects on anxiety,... More
pp. 839-862
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Can We Actually Measure Cognitive Cost?: A Self-Study on Cellphone Usage During the Pandemic
Brooke Mullins & Ricky Mullins, The University of Virginia’s College at Wise, United States
In this paper, we push back against this idea of the necessity of constant connectedness in the 21st century. To do so, we first we outline the cognitive, economic, and social costs of a world that... More
pp. 863-868
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Your Brain on Learning: A Systematic Review of fMRI and EEG as Indicators of Learning Success
Aubrey Taylor Rieder, University of North Texas, United States
Educational neuroscience as a field is ever-growing, though its relative youth means there is much room for adding to the field of research. In this systematic review of 10 empirical studies, the... More
pp. 869-874
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Navigated Learning: Teacher Use Profiles during Hybrid and Fully Remote Instruction
Calli Shekell, Educational Testing Service, United States; Michelle Newstadt, BrainPOP, United States; Prasad Ram, Gooru, United States
Data abounds in schools, but how teachers make use of it can vary widely. Navigated learning provides a bridge between data gathered from students, open access resources and assessment tracking for... More
pp. 875-879
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Preparing Current and Future Educators to be OER Creators and Curators
Torrey Trust & Robert Maloy, University of Massachusetts Amherst, United States
Since open educational resources (OER) have been identified as a key technology that will have a significant impact on the future of education, it is important to provide educators with... More
pp. 880-883