Login or register for free to remove ads.

SITE 2012--Society for Information Technology & Teacher Education International Conference

Mar 05, 2012 Volume 2012, Number 1

Editors

Paul Resta

File: Cover & Title Pages

Search this issue

Table of Contents

Number of papers: 863

  1. Educational Uses of Digital Storytelling in K-12: Research Results of Digital Storytelling Contest (DISTCO) 2012

    Bulent Dogan, North American College, United States

    This paper describes the results of a research study about DISTCO 2012, the fourth in a series of Digital Storytelling Contests. The DISTCO 2012 was open to all K-12 students and teachers on both... More

    pp. 1353-1362

  2. Learning Literacy and Content Through Video Activities in Primary Education

    Maaike Heitink, Petra Fisser & Susan McKenney, University of Twente, Netherlands

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in... More

    pp. 1363-1369

  3. Digital Storytelling with Web 2.0: Perceptions of Pre-service Teachers in Special Education

    Shawn Huisinga & Melissa Nail, Indiana State University, United States

    Abstract: This study examined pre-service teachers’ perceptions of creating and using digital stories in special education classrooms. During this study, pre-service teachers created a three... More

    pp. 1370-1372

  4. Practicing Teachers’ Technology Integration: Projects that Mattered

    Mary Kayler & Debra Sprague, George Mason University, United States

    Using an intellectual developmental pedagogical framework (Magolda, 2004) and centering technological projects on a “real classroom need” became a powerful impetus for K-12 teachers enrolled in a... More

    pp. 1373-1380

  5. Driving Pre-Service Science Teachers’ TPACK Development Through Their Generative Use Of Digital Video

    Matthew Kearney, Kimberly Pressick-Kilborn & Damian Maher, University of Technology, Sydney, Australia, Australia

    An emerging body of literature explores the benefits of prospective science teachers creating and sharing digital video in their professional learning activities. A common theme is the... More

    pp. 1381-1388

  6. How iVideos Inspire Teacher Learning

    Matthew Kearney, University of Technology, Sydney (UTS), Australia., Australia

    This paper reports on the findings of a study investigating the efficacy of learner-generated ‘Ideas Video’ tasks in pre-service teacher education. It explores the experiences of student teachers... More

    pp. 1389-1396

  7. Digital Storytelling in Senegal

    Elizabeth Langran, Marymount University, United States

    In 2010, a U.S. university received a three-year grant from the United States Agency for International Development (USAID), through Higher Education for Development (HED), to support development... More

    pp. 1397-1399

  8. Introducing TPCK to Pre-service Teachers through Digital Storytelling

    Ellen Maddin, Northern Kentucky University, United States

    The Technological Pedagogical Content Knowledge (TPCK) conceptual framework (Mishra & Koehler, 2006) provides a way to examine the complex relationships between content, technology and pedagogy in ... More

    pp. 1400-1406

  9. An Assessment Framework and Tools for Digital Storytelling Projects

    Sara McNeil, Univ of Houston, United States; Bernard Robin, University of Houston, United States

    This paper will describe a variety of ways that teachers can assess students’ multimedia projects, and in particular, digital storytelling projects. The framework that we have developed has three... More

    pp. 1407-1410

  10. Digital Storytelling for Reflective Learning in Anatomy Education

    Shu-chien Pan, Indiana State University, United States; David Dominguese, Indiana State Universityu, United States

    The digital natives (Prensky, 200l) are familiar with multimedia learning devices and enjoy using these tools in their daily life. Schools are gradually implementing digital tools and applications ... More

    pp. 1411-1415

  11. The Use of Digital Storytelling to Promote Reflective Practice in Teacher Education

    Carmen Pena & Isela Almaguer, The University of Texas - Pan American, United States

    During the fall 2011 semester, a group of students in their first semester of the elementary education program at the University of Texas – Pan American was required to participate in 32 hours of... More

    pp. 1416-1418

  12. A supporting framework for the creation of digital stories and learning programming by the students within Kodu, Scratch and Storytelling Alice

    Panagiotis Psomos, University of the Aegean, Greece, Greece; Maria Kordaki, University of the Aegean, Mytilene, Greece, Greece

    Introduction to programming is one of the main challenges of the didactics of computer science since programming is usually difficult for novice users. Different teaching approaches are studied... More

    pp. 1419-1424

  13. What Practical Relevance Can Tell Us about Teacher Reflections on Experiences Expressed through Digital Storytelling

    Chris Renda, University of Colorado Denver, United States

    This paper presents the results of a study conducted at a university in the western United States, which compared practical relevance of reflection upon learning experiences expressed through... More

    pp. 1425-1432

  14. Lessons from the Trenches: What Educators Should Know about Teaching Digital Storytelling

    Bernard Robin & Sara McNeil, University of Houston, United States

    In this paper, the authors present some of the most important lessons they have learned from teaching courses, conducting workshops, writing articles and supervising graduate student research on... More

    pp. 1433-1440

  15. Digital Records of Practice: A Literature Review of Video Analysis in Teacher Practice

    Michael M. Rook & Scott P. McDonald, The Pennsylvania State University, United States

    Teachers must be provided opportunities in teacher education and professional development to reflect on their practice, engage in discourse around practice, and use cases of practice to improve... More

    pp. 1441-1446

  16. Assessing the Effects of Digital Storytelling on Middle School English Language Learners

    Christine Rosalia, Hunter College, CUNY, United States; Marcus Artigliere, I.S. 220, John J. Pershing School, United States

    This paper is a report on the effects to student learning when students create multiple digital stories in the middle school English language-learning classroom. The researchers created a project ... More

    pp. 1447-1450

  17. National History Day: Using Technology as a Mindtool

    Scott Scheuerell, Loras College, United States

    Students in the National History Day program participate in a significant amount of research and share their findings in a variety of ways. The documentary or digital video category has become... More

    pp. 1451-1456

  18. Digital Storytelling “My Memorable Teacher” by Future Teachers

    Hitoshi Susono, Mie University, Japan

    Preservice students at Mie University, Japan, had a digital storytelling (DST) project in their 2011 Educational Technology class. Each student created a short digital story on the theme “My... More

    pp. 1457-1460

  19. An Ethnographic Study of Children's Technology Use Outside the School

    Lisa Twiss & Sarah Lohnes, Towson University, United States

    What are children doing with technology when they are not in school? What are they learning from their technology when no one is looking, and how are they learning it? What are children thinking... More

    pp. 1461-1463

  20. Digital Storytelling: Notes from the Adolescent Rural World

    Donna Wake, University of Central Arkansas, United States

    This study explores the use of digital storytelling with middle school students in two rural Southern communities. Digital storytelling is easy to implement and is an engaging and powerful means... More

    pp. 1464-1469


Feedback and Suggestions please email info@editlib.org or use our online feedback form.