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SITE 2004--Society for Information Technology & Teacher Education International Conference

2004

Editors

Richard Ferdig; Caroline Crawford; Roger Carlsen; Niki Davis; Jerry Price; Roberta Weber; Dee Anna Willis

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Table of Contents

22
This conference has 22 award papers. Show award papers

Number of papers: 1059

  1. Distributed-Learning Communities as a Model for Educating Teachers

    Chris Dede, Harvard University, United States

    Research documents the power of face-to-face learning communities based on a culture in which everyone collaboratively works towards collective understanding. Emerging interactive media such as... More

    pp. 3-12

  2. Today and Tomorrow’s Challenges

    Allen Glenn, University of Washington, United States

    Understanding technology is like grabbing jello. Just when you think you understand how it might be used in teacher education or the PK-12 classroom, something new bursts onto the scene. As a... More

    pp. 13-26

  3. If Technology is the Answer, What's the Question? Research to Help Make the Case for Why We Use Technology in Teaching

    M.D. Roblyer, University of Maryland University College, United States

    Over the last two decades, a diverse collection of critics has been building an ever-stronger case for reducing or eliminating the use of technology in teaching. At the same time, technology's... More

    pp. 27-38

  4. Assessment and E-folios Issues

    Vicki Napper, Weber State University, United States; Helen Barrett, University of Alaska Anchorage, United States

    pp. 39-40

  5. Assessing the ISTE NETS for Teachers Standards

    Helen Barrett, University of Alaska Anchorage & ISTE, United States; Peggy Kelly, California State University San Marcos, United States

    Learn about performance-based strategies for demonstrating achievement of the ISTE NETS for Teachers, including web-based basic skills assessments, performance tasks, electronic portfolios, and... More

    pp. 41-45

  6. Differentiating Electronic Portfolios and Online Assessment Management Systems.

    Helen Barrett, University of Alaska Anchorage & ISTE, United States

    This paper addresses some of the issues of definition, between electronic portfolios and online assessment management systems. It is difficult to conduct comparative research on electronic... More

    pp. 46-50

  7. Symposium on Electronic Portfolios in Teacher Education, Part I

    Helen Barrett, University of Alaska Anchorage & ISTE, United States

    This symposium will draw together several teacher education programs implementing electronic portfolios to address some key questions around implementation. For the last two years, ISTE's PT3... More

    pp. 51-52

  8. Creating and Implementing a Student ePortfolio Project

    Karen Bonsignore, New York City College of Technology, United States

    New York City College of Technology (NYCCT) has implemented an ePortfolio project for students in selected career departments. Students design their own career ePortfolios over time in selected... More

    pp. 53-55

  9. Benchmarks for Assessing the Technological Literacy of a Highly Qualified Paraprofessional

    Antoinette Bruciati & Maria Lizano-DiMare, Sacred Heart University, United States

    Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal... More

    pp. 56-61

  10. Connecticut Blueprint for a NCLB “HOUSSE” in Educational Technology

    Antoinette Bruciati, Sacred Heart University, United States

    According to the United States Department of Education, teacher quality is one of the most critical aspects of the teaching and learning process. The No Child Left Behind Act of 2001 (NCLB) has... More

    pp. 62-69

  11. The Role of Theoretical Knowledge in Electronic Portfolios

    Joanne Carney, Western Washington University, United States

    In this paper I present findings of case study portfolio research suggesting that for secondary teachers, taking a theoretical stance on the teaching of one's subject matter may be nearly as... More

    pp. 70-75

  12. Notebooks, Portfolios, and Abilities: The Model of Successful Assessment

    Val Christensen, Patricia Gegelman, Larry Grooters & Alan Olson, Valley City State University, United States

    Measuring student learning remains a challenging task at every level. At Valley City State University, traditional measures and digital portfolios are the basis for institutional assessment of... More

    pp. 76-77

  13. Large Scale Implementation of Electronic Portfolio in Teacher Education Programs

    Kellye Crockett, University of Missouri-Columbia, United States; Gail Ring, University of Florida, United States; David Peloff, Johns Hopkins University, United States

    Three electronic portfolio systems used in teacher education programs are compared and contrasted, with emphasis on challenges unique to the large-scale implementation of an electronic portfolio... More

    pp. 78-82

  14. Linking E-Portfolios to Performance Standards and Self-Assessment

    Terry Daniels, Wagner College, United States

    Abstract: From the time a preservice teacher enters an institute of higher education until they graduate, a large amount of paperwork has been amassed. How do students collect, save and present... More

    pp. 83-86

  15. Using an Authentic Assessment Practice to Inform Learning at the Course and Program Levels

    Mary Engstrom & Larry Tentinger, University of South Dakota, United States

    This paper will describe the initial development of an authentic assessment process that is being used to (a) assess pre-service students' understanding of technology integration practices and to (... More

    pp. 87-89

  16. Using e-portfolios to assess preservice teachers' achievement

    Constance Geier, Northern State University, United States

    Preservice teachers at Northern State University have been creating electronic portfolios since 1999. Data collected since then indicate that the e-portfolio can serve as a valid indicator of... More

    pp. 90-91

  17. E-Portfolio Decisions and Dilemmas

    David Gibson, National Institute for Community Innovations, United States

    The definition of "e-portfolio" covers a wide spectrum of approaches to documentation and assessment, with a correspondingly wide array of differing audiences and purposes. In addition, the unique ... More

    pp. 92-99

  18. Using Collaborative ePortfolios to Reinvent Teacher Education

    Douglas N. Gordin, Keith Grueneberg, Mark Laff, Sonia Martinez & R. B. Lam, IBM TJ Watson Research Center, United States

    IBM is seeking to help teacher education and professional development through the design of innovative technologies. A far ranging collaboration has been devised incorporating nine primary partners... More

    pp. 100-105

  19. Electronic Portfolios: Steps of the Implementation Process

    Doris Grasserbauer, City College of the City University of New York, United States

    Electronic Portfolios play an integral role for all universities nationwide, as this is a convenient tool to evaluate students and programs. Nevertheless the implementation process has to be... More

    pp. 106-109

  20. Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning

    Christopher Hartmann & Brendan Calandra, Georgia State University, United States

    We present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia... More

    pp. 110-117