| The Effect of Project-Based Learning on Enhancing Analytical Thinking Skills in Future Computer Teachers
Olfat Fodah, king Saud University, Saudi Arabia pp. 1132-1138 |
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| Here, There, and Everywhere: Building a Cohesive Online Faculty
Jessica Fuda Daddio & Jackie Booth, Keiser University, United States pp. 1139-1140 |
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| Integrating Digital Games and Simulations Into Teacher Education
David Gibson, simSchool, United States; Pamela Redmond, Touro University, United States; Gerald Knezek, University of North Texas, United States; Ana Donaldson, AECT, United States; Cindy Anderson, Roosevelt University, United States pp. 1141-1142 |
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| Learning to teach with a classroom simulator
David Gibson, simSchool, United States; Stacy Kruse, Pragmatic Solutions, United States pp. 1143-1152 |
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| Pros and Cons of Course Management Systems in Higher Education: Faculty Perspectives
Cindy Gunn, The American University of Sharjah, United Arab Emirates pp. 1153-1154 |
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| "They just wanna know your business": Education students' representations of online communities
Päivi Hakkarainen & Wade Tillett, Finlandia University, United States pp. 1155-1161 |
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| Hofstede’s Model of Cultural Dimensions: A Tool for Understanding How Background Culture Affects Instructional Designers.
Antoinette Hando & Terence Ahern, West Virginia University, United States pp. 1162-1170 |
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| BooKS Engineers in the Classroom: Self-Efficacy as a Critical Component of Teaching
Tom Haskell, Ohio University, United States; Jana Hovland, Marshall University, United States; Shu-chien Pan & Teresa Franklin, Ohio University, United States pp. 1171-1176 |
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| Humanizing the Classroom by Flipping the Homework versus Lecture Equation
Michele Houston & Lin Lin, University of North Texas, United States pp. 1177-1182 |
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| Learning Visual Art through Social Networking Application
Kevin Hsieh, Georgia State University, United States pp. 1183-1187 |
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| Instructional Technology Training: Developing Functional and Applied Skill Sets
Josh Iorio, Virginia Tech, United States; Kerk Kee, Chapman University, United States; Mark Decker, University of Texas at Austin, United States pp. 1188-1193 |
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| Politics and the Dialogue of Pedagogy: Perspectives and Views of Full-Time and Adjunct Faculty and Shared Responsibility
William Kazarian, Hawai'i Pacific University, United States pp. 1194-1200 |
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| New Technologies in the Classroom: How We Can Understand the Link Between Strong Pedagogy, Student Learning, and the Application of New Technologies
Mark King, Indiana University of Pennsylvania, United States pp. 1201-1205 |
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| Educational Technology as a Subversive Activity
Matthew Kruger-Ross, North Carolina State University, United States; Lori Holcomb, NC State University, United States pp. 1206-1208 |
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| Utilizing 21st Century Tools to Teach About Past, Present, and Future: Preparing Social Studies Teachers to Integrate Technology
Elaine Lawrence, SUNY Oneonta, United States pp. 1209-1213 |
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| The Open Tech Lab: Using Grounded Technology Integration Process to Teach Web 2.0 Tools in Teacher Education
Hong Lin, Oklahoma State University, United States pp. 1214-1215 |
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| Developing a Conceptual Framework for Motivation of Professional Educators According to Content and Process Theories
Ron Morgan & Fred Baker, University of South Alabama, United States pp. 1216-1221 |
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| Does Faculty Rank Influence the Adoption of Classroom Technology?
Mark Piwinsky, Jay Start, Lacey Fulton & Andrew Morris, Indiana University of Pennsylvania, United States pp. 1222-1227 |
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| Step by Step: The Process of Bringing a Teacher Education Program into the 21st Century
Candace Roberts, Susan Colaric & Kimberly Higdon, Saint Leo University, United States pp. 1228-1241 |
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| Experiential Learning in a New Millennium: The Implications of iPad Technology in Instructional Settings
Renee Robinson, Saint Xavier University, United States pp. 1242-1248 |
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This proceedings has 10 award papers. Click here to view award papers for this proceedings book.