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SITE 2008--Society for Information Technology & Teacher Education International Conference

Mar 03, 2008

Editors

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

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Table of Contents

10
This conference has 10 award papers. Show award papers

Number of papers: 1013

  1. Implementation of an e-Portfolio System to Facilitate Assessment and Documentation: How Does it Affect Faculty’s Standards-Based Assessment Decisions?

    Paige Baggett & Joél Lewis, University of South Alabama, United States

    Providing a state required rubric score (exceptional-1, proficient-2, basic-3, and unacceptable-4) for each of 130 knowledge and ability statements under the Alabama Quality Teaching Standards and ... More

    pp. 3-7

  2. Online Personal Learning Environments: Structuring Electronic Portfolios to Support Lifelong and Life Wide Learning

    Helen Barrett, University of Oregon Center for Advanced Technology in Education, United States

    This paper outlines a new vision for "online personal learning environments" which may eventually replace what we currently call "electronic portfolios" in education. Based on the concept of ... More

    pp. 8-14

  3. Uncovering Clinical Supervisors’ Decision-Making Processes with Video Annotation Software

    Matthew Miller & Joanne Carney, Western Washington University, United States

    This study examines the use of video annotation software to learn about the assessment of teaching candidates by clinical supervisors toward licensure requirements. The software allows users to... More

    pp. 15-21

  4. From Portfolio to E-Portfolio: Past, Present, and Future

    Pao-Nan Chou, Department of Learning and Performance Systems at Penn State University, United States; Wei-Fan Chen, College of Information Sciences and Technology at Penn State University, United States

    The main purpose of this article is to discuss the portfolio development on learning from traditional paper-based portfolio to technology-based e-portfolio through a review of literature. This... More

    pp. 22-27

  5. Using the TaskStream Tools to Examine and Monitor the Quality of the Programs and Practices

    Chia-Jung Chung & Susan O'Hara, California State University, Sacramento, United States

    In this paper we describe the process undertaken a teacher education institution as they design and implement a web-based assessment and data aggregation tool. The tool, Taskstream, became the... More

    p. 28

  6. Guidelines for Students in the Use of Chalk and Wire

    Allison Clark, Betty Wood & Andrew Hunt, University of Arkansas at Little Rock, United States

    Teaching students to access Chalk and Wire and all of its nuances can be very time consuming and a process that may have to be repeated again and again. Creating a document that guides students... More

    pp. 29-31

  7. Promises and Pitfalls of Implementing a Digital Portfolio Assessment System: Lessons Learned and Next Steps Part II

    Allison Clark, Michele Ballentine-Linch, Betty Wood & Andrew Hunt, University of Arkansas at Little Rock, United States

    This qualitative study is a continuation of a study that investigated the adoption and implementation of digital portfolios in the College of Education (COE) at the University of Arkansas at Little... More

    pp. 32-37

  8. Getting Started with Online Assessment

    Pamela Cook, Notre Dame College, United States

    This paper deals with the topic of getting started with an online assessment system in higher education. Higher education provides its particular challenges when adopting a new way of doing things,... More

    pp. 38-39

  9. E-Portfolios for E-Reflection or E-Assessment? A Case Study of a one year Initial Teacher Education Course in Northern Ireland

    Pamela Cowan, Queen's University Belfast, United Kingdom

    This paper investigates the use of an off-the-shelf e-portfolio package as a means of encouraging student teachers to develop their ability to reflect-on and reflect-in their school placements... More

    pp. 40-46

  10. Using iWeb for construction of teacher education portfolios:

    Penny Craig, Nicole Bell, Matthew Stuve & Wei Ma, Ball State University, United States

    A free-form, INTASC-based, reflective portfolio has been used in our teacher education program for four years. Parallel to this initiative is a Macintosh laptop initiative that enabled teacher... More

    pp. 47-49

  11. Educational Theory into Practice Software (ETIPS): The Learning Impact and Design of Digital Cases with Formative Assessment Features

    Sara Dexter, University of Virginia, United States

    Digital learning environments offer much promise for increasing feedback to learners through formative assessment features, but are challenging to design. The Educational Theory in Practice... More

    pp. 50-57

  12. Online Assessment System Designed at a Small College to Meet NCATE Standard 2

    Keith Dils, King's College, United States

    The use of online technologies for assessment does not have to be limited to large Universities. A website will be showcased that was created at a small, Liberal Arts College for little expense.... More

    p. 58

  13. Identifying Teacher Support Mechanisms for Effective Implementation of the Responsiveness to Intervention Paradigm: An Initial Investigation

    Cathi Draper Rodriguez & Carl Ferguson, California State University, Monterey Bay, United States

    This presentation has two purposes. The first is to describe a teacher preparatory course established to train teachers to effectively monitor student progress. Within the course was an evaluation ... More

    pp. 59-63

  14. Transcending Traditional Leader Preparation through the Use of Technology

    Penny Elkins, Mercer University - Tift College of Education, United States

    This roundtable discussion will focus on the development of an innovative leadership preparation program as well as outline the four unique aspects of candidate preparation, all of which utilize... More

    pp. 64-67

  15. E-Portfolios Rationales: Format Can Make a Difference

    Ralph Erion, Loye Romereim-Holmes & Allen Whitlatch, South Dakota State University, United States

    The format of an e-portfolio has implications for how well the portfolio meets its intended purposes. The use of e-portfolios as a summative assessment for graduate education programs is discussed... More

    pp. 68-71

  16. Electronic Assessment Systems: Innovations Promoting Change and Higher Quality in Teacher Education

    Dustin Hebert, McNeese State University, United States

    Electronic assessment systems (EASs) have proliferated teacher education programs in postsecondary education. Mostly, these systems facilitate candidate and program assessment through technology... More

    pp. 72-76

  17. DegreeFolio©: Assessment and Accountability in a Teacher Education Unit

    Yi Huang, University of Maryland Baltimore County, United States

    Drawing upon a teacher education unit's experience in institutionalizing DegreeFolio©, the presenter will discuss processes of system design, implementation and institutionalization; share findings... More

    pp. 77-79

  18. Purpose and design of an ePortfolio

    Callens Jean Claude, KATHO, Belgium

    The focus of this contribution is the relationship between the purpose to use an ePortfolio and its design. By highlighting the relationship between purposes and design of an ePortfolio, we want to... More

    pp. 80-82

  19. Electronic Portfolios: Comparing the Efficacy of an Engineered-based System with an off-the-shelf General Tool in Teacher Education

    Natalie Johnson-Leslie, Arkansas State University, United States

    In teacher education electronic portfolios provide an authentic form of assessment documenting students' personal and professional growth. Using the engineered-based system, College LiveText, and... More

    pp. 83-89

  20. The Development of Situated and Dynamic Learning Assessment in Computer Assisted Language Instruction

    Zeng-Han Lee, University of North Texas, United States

    The purpose of this study is on the development of Dynamic Assessment in the computer assisted situated learning environment. Dynamic Assessment provides interactive assessment, which is derived... More

    pp. 90-94