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Michael Orey, University of Georgia, United States

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The Development of an Electronic Performance Support System for Teachers
Journal of Technology and Teacher Education(JTATE)8:1, 2000

Janice V. Hardy, The University of Georgia, United States; Joi L. Moore, The University of Missouri-Columbia, United States; Michael A. Orey, The University of Georgia, United States

There have been several attempts at developing computer tools for teachers. Computer application developers have a tendency to develop the tool first, then try to fit the tool into the teachers' work environment. In reviewing the literature relating ...

A Model for Service-Learning for Technology Integration: Implications for Schools and Colleges of Education
Society for Information Technology & Teacher Education International Conference(SITE)2007:1

Michael Orey, Daisyane Barreto, Pouria Almassi & Tel Amiel, University of Georgia, United States; Gustavo Morceli, Universidade Estadual Paulista “Julio de Mesquita Filho” (UNESP), Brazil; Daniela Melaré, Universidade de Campinas (UNICAMP), Brazil

This paper presents a model for fostering service projects between undergraduate students and k-12 teachers. The model was derived from a case study conducted in Brazil as part of a larger international program on service-learning . Data were taken...

Much Ado About Culture
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2010:1

Michael Orey, University of Georgia, United States; Tel Amiel, Universidade Estadual de Campinas, Brazil; Jaime Muñoz, Universidad Automata de Aguascalientes, Mexico; Rafael Rojano, Unversidad de Veracruz, Mexico; Rene Santaolaya, Centro Nacional de Investigación y Desarrollo Tecnológico, Mexico

In an earlier article, Amiel, Squires and Orey (2009) described four strategies for handling the inherent cultural content of learning objects or open-educational resources. In this paper, we use images from educational materials and discuss how the ...

Parties of Three: Fostering Learning Communities Online
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2003:1

Jo McClendon, The University of Georgia, United States; Michael Orey, Tel Amiel & Xiaopeng Ni, University of Georgia, United States

Research has found the creation of communities of learners is a valid technique in scaffolding student learning in online environments. This paper details a study of community building in a graduate education course. Utilizing communities of...

Real Time in the Virtual Classroom: A Case Study of Student Time Use and Behaviors in an Online Classroom
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2003:1

Jo McClendon, Michael Orey & Tel Amiel, University of Georgia, United States

Characteristics of online environments such as flexible delivery appeal to a growing number of students. The time it takes to teach and take online classes has been the subject of much speculation. The present study investigates the time commitment...

Self Identified Motivations Of Online Learners Studying At Epiclearning.Com
WebNet World Conference on the WWW and Internet(WEBNETC)2000:1

Lynne Koenecke & Michael Orey, University of Georgia, United States

The nature of online learning dictates that learners must be more self-motivated than in more traditional learning settings. This paper describes the self identified motivations of two learners who were participating in an online learning...

The World as Our Classroom: Teacher Preparation for a Global Age
Society for Information Technology & Teacher Education International Conference(SITE)2005:1

Michael Orey, UGA, United States; Tel Amiel & Jo McClendon, University of Georgia, United States; Nick Eastmond, Utah State University, United States; Jose Castro & Mauro Pequeno, Universidade Federal do Ceará, Brazil; Eduardo Morgado, Universidade Estadual Paulista, Brazil

In an international project, funded by FIPSE and CAPES, two US universities and two Brazilian universities have re-envisioned the way future teachers may embrace multiculturalism. Of the many developments in education, two of the most vital forces...

Digital Divide and International Research and Development in Information Technology and Teacher Education, Part 1
Society for Information Technology & Teacher Education International Conference(SITE)2007:1

Therese Laferriere, Laval University, Canada; Paul Resta, University of Texas (Austin), United States; Niki Davis, Iowa State University, United States; Robert Mclaughlin, National Institute for Community Innovations, United States; Michael Orey, University of Georgia, United States; Geoffrey Shakwa, National Institute for Educational Development, Namibia; Todd Malone, Ministry of Education, Namibia; Hilary Wilder, , William Paterson University of New Jersey College of Education, United States; Ian Gibson, Macquarie University, Australia; Sally Beisser, Drake University, United States; Ann FitzGibbon & Eileen Brennan Freeman, Trinity College, Ireland; Jose Aires Castro-Filho, Universidade Federal do Ceará, Brazil; Joke Voogt, University of Twente, Netherlands; Gerald Knezek, University of North Texas, United States; Connie Hargrave, Iowa State University, United States

The maturing research and development foci of SITE's International Committee have an ethical dimension. Comparative research and international collaboration are a healthy way, facilitated by communication technologies, to increase diversity within...

Digital Divide and International Research and Development in Information Technology and Teacher Education, Part 2
Society for Information Technology & Teacher Education International Conference(SITE)2007:1

Therese Laferriere, Laval University, Canada; Paul Resta, University of Texas (Austin), United States; Niki Davis, Iowa State University, United States; Robert Mclaughlin, National Institute for Community Innovations, United States; Michael Orey, University of Georgia, United States; Geoffrey Shakwa, National Institute for Educational Development, Namibia; Todd Malone, Ministry of Education, Namibia; Hilary Wilder, , William Paterson University of New Jersey College of Education, United States; Ian Gibson, Macquarie University, Australia; Sally Beisser, Drake University, United States; Ann FitzGibbon & Eileen Brennan Freeman, Trinity College, Ireland; Jose Aires Castro-Filho, Universidade Federal do Ceará, Brazil; Joke Voogt, University of Twente, Netherlands; Gerald Knezek, University of North Texas, United States; Connie Hargrave, Iowa State University, United States

The maturing research and development foci of SITE's International Committee have an ethical dimension. Comparative research and international collaboration are a healthy way, facilitated by communication technologies, to increase diversity within...

The Experience of Two Learners Learning at a Distance Via the Internet a la Epic Learning
WebNet World Conference on the WWW and Internet(WEBNETC)2000:1

Lynne Koenecke & Michael Orey, University of Georgia, United States

This paper describes the experience of two learners who have participated in a year long course of studies on Microsoft networking. The experience was delivered entirely online via EpicLearning.com. These two learners had different expectations...

Emerging Perspectives on Teaching, Learning and Technology: An E-Book
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(ELEARN)2002:1

Michael Orey, University of Georgia, United States

In this session I will demonstrate an evolving ebook, entitled "Emerging Perspectives on Teaching, Learning and Technology (http://itstudio.coe.uga.edu/ebook/)," that I created in collaboration with a group of doctoral students for use in a Masters...

Flexible Delivery and the Working Teacher: Case Studies in Technology Integration Graduate Education
Society for Information Technology & Teacher Education International Conference(SITE)2004:1

Fred Hartfield, Jo McClendon, Marty Thomas, Michael Orey, Tel Amiel & Xiaopeng Ni, University of Georgia, United States

This paper presents four case studies of students who are in a new masters/specialist degree program in the Department of Instructional Technology at the University of Georgia. The degree program is designed for technology coordinators, but some of...

Which way for which teacher? Comparing three graduate courses that teach technology integration to teachers
Society for Information Technology & Teacher Education International Conference(SITE)2004:1

Christa Harrelson, University of Geogia, United States; Julie Moore & Michael Orey, University of Georgia, United States

This brief paper describes a comparison of three different courses, all of which have been approved by the state of Georgia's Professional Standards Commission (PSC). These courses fulfill the PSC requirement that all teachers be competent with...

The World Almanac of Educational Technologies - A Free Web Book
Society for Information Technology & Teacher Education International Conference(SITE)2005:1

Michael Orey, Jo McClendon & Tel Amiel, University of Georgia, United States

In this session, we will show the first 10 chapters of this book. Obviously, the goal will be to have all 200+ countries included in the book. The purpose of the book along with recruiting individuals to contribute additional chapters will be the...

Personal Development Experiences of Teachers who Integrate Technology in Their Classes
Society for Information Technology & Teacher Education International Conference(SITE)2006:1

Christa Harrelson Deissler & Michael Orey, University of Georgia, United States

In this study, we surveyed 27 advanced technology-using teachers across the state of Georgia. We examined five primary open-ended questions of these well-educated, experienced teachers from middle class suburban schools. One of the questions we...

Envisioning new learning environments through gaming. A 21st Century Digital Workforce Apprenticeship.
Global Learn Asia Pacific(GLEARN)2011:1

Joshua Squires & Mark Evans, MoWerks Learning, United States; Lucas Jensen & Michael Orey, The University of Georgia, United States

The 21st Century Digital Workforce Apprenticeship curriculum is a program for students that are interested in learning more about video gaming and the video game industry. The curriculum uses video game design activities to motivate students to...

Envisioning new learning environments through gaming. A 21st Century Digital Workforce Apprenticeship.
World Conference on Educational Multimedia, Hypermedia and Telecommunications(EDMEDIA)2011:1

Joshua Squires & Mark Evans, MoWerks Learning, United States; Lucas Jensen, University of Georgia, United States; Michael Orey, The University of Georgia, United States

The 21st Century Digital Workforce Apprenticeship curriculum is a program for students that are interested in learning more about video gaming and the video game industry. The curriculum uses video game design activities to motivate students to...

Technology Leadership Certification in Georgia: Should we or Shouldn't We?
Society for Information Technology & Teacher Education International Conference(SITE)2005:1

Michael Orey, University of Georgia, United States

ISTE has established standards for Technology Leadership programs. More and more schools are moving teachers into positions as Technology Leaders both within the school and at the district level. We have seen this a lot in the state of Georgia and...

Do You Have the Time? Investigating Online Classroom Workload
Journal of Educational Technology Systems (ISSN-0047-2395) 35:1

Tel Amiel & Michael Orey

The time it takes to teach and take classes has been the subject of much speculation, but no accurate standard exists to measure the amount of time instructors and students dedicate to courses. The most common measure of workload has been the credit ...

Which Way for Which Teacher? Comparing Two Graduate Courses That Teach Technology Integration to Teachers
Association for Educational Communications and Technology (AFECT) 2004:1

Christa L. Harrelson, Tel Amiel, V J. McClendon, Michael Orey & Julie Moore

This brief paper describes a comparison of two different courses, both of which have been approved by the state of Georgia's Professional Standards Commission (PSC). These courses fulfill the PSC requirement that all teachers be competent with...

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