DOCUMENT RESUME Price, Jerry D., Ed.; Willis, Jerry, Ed.; Willis, Dee Anna, Ed.

2012 Pages·2012·28.31 MB·English

DOCUMENT RESUME
IR 019 584
ED 432 214
Price, Jerry D., Ed.; Willis, Jerry, Ed.; Willis, Dee Anna,
AUTHOR
Ed.; Jost, Muktha, Ed.; Boger-Mehall, Stephanie, Ed.
SITE 99: Society for Information Technology & Teacher
TITLE
Education International Conference (10th, San Antonio,
Proceedings.
Texas, February 28-March 4, 1999) .
Society for Information Technology and Teacher Education.;
INSTITUTION
Association for the Advancement of Computing in Education,
Charlottesville, VA.
ISBN-1-880094-33-9
ISBN
1999-00-00
PUB DATE
2012p.; Selected individual papers have been analyzed, see
NOTE
IR 019 585-682. Some figures and tables are illegible.
Association for the Advancement of Computing in Education
AVAILABLE FROM
(AACE), P.O. Box 2966, Charlottesville, VA 22902; Web site:
http://www.aace.org/ (CD-ROM is only version available fro
AACE).
Proceedings (021)
Collected Works
PUB TYPE
MF17/PC81 Plus Postage.
EDRS PRICE
*Computer Uses in Education; Distance Education; Diversity
DESCRIPTORS
(Student); Educational Practices; *Educational Technology;
Elementary Secondary Education; *Faculty Development; Higher
Education; *Information Technology; Instructional Design;
Leadership; *Teacher Education; *Telecommunications
ABSTRACT
This proceedings contains the papers presented at SITF 99,
the 10th annual international conference of the Society for Information
Technology & Teacher Education. Papers are listed under the following
headings: "Concepts and Procedures" (24 papers); "Distance Education" (44
papers); "Diversity" (12 papers); "Educational Computing Course" (12 papers);
"Educational Leadership" (18 papers); "Faculty Development" (23 papers);
"Instructional Design" (23 papers);
"Graduate & Inservice" (34 papers) ;
(9 papers); "Mathematics" (18 papers); "New Media" (19
"International"
"Reading, Language Arts
papers); "Preservice Teacher Education" (27 papers) ;
"Research" (38 papers); "Science"
(4 papers);
& Literacy" (14 papers) ;
"Social Studies" (4 papers); "Special Needs"
"Simulations"
(5 papers) ;
(7
papers); "Technology Diffusion" (29 papers); "Telecommunications: Graduate &
Inservice" (11 papers); "Telecommunications: Preservice Applications"
(9
papers); "Telecommunications: Systems & Services" (15 papers); "Theory" (11
(4 papers).
papers); "Young Child"
(AEF)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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-
-
Proceedings of SITE 99-
Jerry D. Price
Jerry Willis
Dee Anna Willis
Muktha Jost
Stephanie Boger-Mehall
>0
,
AVALAL
0E87 COPY
AssaaiwX?xi /Or the
Ac7k8/7C8/7761/7rafek7/77,0ar/%7"/%7E94"81/i2/7
Copyright © 1999 by the Association for the Advancement of Computing in Education (AACE)
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmit-
ted, in any form or by any means, without the prior written permission of the publisher.
The publisher is not responsible for the use which might be made of the information contained in this book.
published by
Association for the Advancement of Computing in Education (AACE)
P.O. Box 2966
Charlottesville, VA 22902 USA
http://www.aace.org/
Printed in the USA
ISBN 1-880094-33-9
3
Preface
Our Tenth Anniversary Annual
As the Society for Information Technology and Teacher Education begins a second decade and the world faces the
dreaded K2Y dilemma, I want to look back for a moment at our beginnings.
There were some wonderful
happenings: a serendipitous confluence of ideas with needs, of vision with determination, and of sheer happenstance
In the spring of 1990 a professor at East Carolina University, Greenville, NC, received a grant from the Board of
Governors of the University of North Carolina System. They offered grants as part of the Visiting Scholars program
to help teacher education programs bring nationally known experts to local campuses. Helen Harrington's grant
represented the request of the Eastern North Carolina Teacher Education Consortium (ENCTEC), consisting of four
area teacher education programs: Atlantic Christian College, ECU, Elizabeth City State University, and North
Carolina Wesleyan University. She asked for $60,000 but received only $12,000. Dr. Harrington mentioned the
problem of underfunding to another ECU professor, Jerry Willis. For a number of years Willis had been toying with
the idea of a conference where researchers, practitioners, and professors interested in information technology in
teacher education could meet and exchange ideas. The grant might be just enough for that and, when presented with
had many of the
the idea, ENCTEC agreed. The conference from then on, in Willis' and Harrington's words, ".
. .
earmarks of an Andy Hardy movie." As one of the early 'convert-the-barn-to-a-theater' stagehands (Note from J.
Willis: Dee Anna was much more than a stage hand; she was an active participant in policy making and planning as
well.) I can attest to a somewhat surreal atmosphere combined with a lot of labor that began almost immediately and
resembled a three-ring-circus sort of barn production.
Invitations were also sent to about 50
A call for papers was published in the Chronicle of Higher Education.
scholars known to be interested in the topic. We expected 15 to 25 proposals. Considering this modest estimate we
joined forces with public schools in Eastern North Carolina and combined our conference with one for K-12
personnel interested in using technology. Crossover attendance was encouraged. We began to believe we could 'fill
the barn' or at least not end up with an empty one. Our two rings were in place.
We knew we could 'fill the barn' when our part of the conference received over three times the number of proposals
expected. A large number of the papers presented were then published in a special triple issue of Computers in the
Schools. Excitement began to build; we worked hard to put the program together; and Michael Apple was invited to
address the conference. Letters and calls flew back and forth (e-mail wasn't quite so pervasive then) explaining that
it was Greenville NORTH Carolina not Greenville SOUTH Carolina. And then the Third Ring of our circus came
into play.
Due to the cost of having the conference on campus we decided to go off campus to a local hotel. The conference
was scheduled for May10-12th and we had booked a number of conference rooms as well as their main ballroom,
which could be divided into several smaller rooms. We learned after the conference began that a senior prom was
scheduled into the ballroom for one of the intervening nights. We could not simply lock up all the equipment in the
ballroom. Each room's equipment had to be dismantled and ported to storage only to be reassembled the following
morning. A few of us hung around that night to see gloriously dressed young people arrive giggling and trying to
Throughout the remainder of the conference
act mature, to act as if they already existed in an exciting future.
What a
random balloons drifted down from the ceiling and glitter appeared in strange and unusual places.
wonderful metaphor for what was to become the Society for Information Technology and Teacher Education.
Remembering that conference I feel we took some of that magic back to our classrooms and even today there are
balloons are on the ceiling and glitter sticks to our monitors at strange and unexpected times.
That first conference must have been success as we were called back for an encore in Greenville. At this second
conference attendees decided we should make this a yearly thing and discussion flowed around affiliating ourselves
with already established groups. A number of us were tired of having the interests of technology-using teacher
educators take second or third, or fourth, place behind other interests at other conferences, and we had truly reveled
in having a conference just for ourselves, where we didn't have to plead for space nor see all our sections scheduled
at the same time. One suggestion, that Jerry and I keep doing it all, delivered at a time when I'd been running on
nervous energy for days, brought forth flames from my mouth (I hope I've been forgiven). We were already too big
4
for that. In the years following the first conference we did organize ourselves (I use the term organized in the true
Willisian sense, i. e., as little organizing as possible and still function) into the Society for Technology and Teacher
Education, STATE. I argued that Teacher Education should come first, but the Founder and First President, Jerry
Willis, liked the acronym to spell something and we thought it catchy; we knew teacher education was first in our
hearts.
By 1992 we had elected to move under the umbrella organization of the Association for the Advancement of
Computing in Education (AACE) who handles the business side of the organization, the conference, the annual, and
the journal. We remained STATE until a few years ago when STATE became SITTE
the Society for Information
Technology and Teacher Education. It wasn't until the society truly started thinking in more international terms, and
had our first Vice President for International Affairs, Brent Robinson, that we were convinced the name needed to
be changed, to sound less like it was just for the 'States.' USA citizens had trouble, too, getting funding to go to
STATE, because fiscal sorts thought they were going to something in their home state.
Somewhere along the line we learned that most of the rest of the world defined technology as what we in the US
consider industrial technology. And what we thought of as technology the rest of the world called information
technology. Our second president, Glen Bull, rejoiced in our new name, the Society for Information Technology
Terrible puns on SITE and sight, inSITE and insight, bounced like silly putty balls in
and Teacher Education.
meetings.
Having fmished the name game, thoughts turned to a constitution. The Founder's view of "Rules! We don't need no
stinkin' rules!" had to give way somewhat to formalizing our collective beliefs, just in case. Sweat equity rules, i.e.,
s/he who sweats, rules, needed to be put in place. And somewhere it needed to be written that one continuing
mission of the Society was to give aid and comfort to new members in the profession. Jerry, the other editors, and I
saw a number of first papers that were truly awful, but second and third works from the same author that were
wonderfully improved. Poor first presentations gave way the next year to more polished, thoughtful ones. And this
didn't happen because we didn't accept Iffy proposals but because we did. And because Section Editors worked
hard to get papers ready to publish and 'baby docs saw their thoughts and theories presented in a professional
maimer. And they saw and experienced other professionals and were able to sit down and share ideas with them.
That we the Society have grown too large to edit the papers in time for the Annual and the conference saddens me.
For the first time this year, there has been no editing of the papers that were submitted. What you get is what you
I worry about that, in part because I have been a journal editor long enough to know that most of the papers
sent.
authors consider ready for publication can be improved considerably by good editing. However, as Gary Marks has
Still, I'm sad to
pointed out for a number of years, other conferences have used the camera ready model for years.
see that part of our support system go. But at the same time it makes me truly proud to have had a hand in this.
Gone are the days when I knew almost everyone at the conference by face if not by name.
This rather
grandmotherly feeling is what prompted this mini-history lesson; we have so many new and eager members who just
might wonder where it all began - tell them, "In Greenville, NORTH Carolina."
Yesterday, I received a conference bulletin from the International Reading Association. The theme of this year's
conference is "Write the Past; Read the Future". And while I remain a Reading Person, I'm proud to say that in
SITE we read the past and the present and we write the future.
Dee Anna Willis
Northwestern State University Louisiana
1999 General Editors
Jerry D. Price
Jerry Willis
Dee Anna Willis
Muktha Jost
Stephanie Boger-Mehall
1999 Section Editors:
Gertrude (Trudy) Abramson, Nova Southeastern University
Deborah Bauder, SUNY Institute of Technology at Utica/Rome
Stephanie Boger-Mehall, University of Houston
Ray Braswell, Auburn University Montgomery
Wren Bump, Texas Southern University
Lucretia Carter, Iowa State University
Inas Marquez Chisholm, Arizona State University - West
Michael L. Connell, University of Houston
Darrell J. De Martino, University of Houston
Sue Espinoza, Texas A&M University-Commerce
Carine M. Feyten, University of South Florida
Siva Kumari, University of Houston
Kathryn I. Matthew, Louisiana Tech University
Sara McNeil, University of Houston
Rosemary Mullick, SUNY Institute of Technology at Utica/Rome
Polly Mumma, Iowa State University
Dale S. Niederhauser, University of Utah
Ronald Sarner, SUNY Institute of Technology at Utica/Rome
Denise Schmidt, Iowa State University
Neal Strudler, University of Nevada, Las Vegas
James A. White, University of South Florida
Dee Anna Willis, Northwestern State University Louisiana
Jerry Willis, Iowa State University
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Table of Contents
Concepts and Procedures
1
K-12 Teacher Use of the WWW in Classrooms
2
Morris I. Beers & Mary Jo Orzech, State University of New York College at Brockport, USA
Software to Facilitate Collaborative Inquiry and On-line Communities of Learners
6
Craig A. Berg, The University of Wisconsin-Milwaukee, USA
Authentic Tasks for Authentic Learning: Modes of Interactivity in Multimedia for Undergraduate
Teacher Education
12
Dianne P. Chambers & Kaye Stacey, University of Melbourne, Australia
The Way to Go: Integrating Instructional Technology Initiatives into a New Teacher Education
Program
18
Lin lin 'Irene' Chen, University of Houston Downtown, USA
Helping Technology Educators to Make Informed Decision in the Textbook Selection Process
22
Lin lin 'Irene' Chen, University of Houston Downtown, USA
Astronomy Connections: Linking Museums to Classrooms Through Technology
25
Michael Childs & Bryan Wunar, Adler Planetarium & Astronomy Museum, USA
Structuring Undergraduate Instructional Technology Requirements to Meet ISTE Standards
30
Michael S. Dempsey, Pamela Springer & Birdie Holder, University of NebraskaLincoln, USA
Online Collaboration: Two Models
34
Sue Espinoza, Texas A&M University-Commerce, USA; Le Ann Mc Kinzie, West Texas A&M
University, USA
Three Weeks at Camp Ed-Tech: Finding A New Model for the Educational Technology Master's
40
Program
Edwin J. George, Florida Gulf Coast University, USA
Technology Diffusion and Innovations in Music Education in a Notebook
46
Computer Environment
Sara L. Hagen, Valley City State University, USA
Teaching In The Information Age: The Creative Way!
52
M. Khalid Hamza & Bassem Alhalabi, Florida Atlantic University, USA
Linear Multimedia Benefits to Enhance Students' Ability to Comprehend Complex Subjects
59
Gilbert A. Handal & Marie A. Leiner, Texas Tech University Health Sciences Center, USA;
Carlos Gonzalez & Erika Rogel, Universidad Autónoma de Ciudad Juarez, Maxico
65
Lone Star 2000: Technology for Today
Dennis M. Holt, University of North Florida, USA
A Collaborative Effort in Building the National Educational Resource Center
70
Greg C. Lee, Cheng-Chih Wu & Janet Mei-Chuen Lin, National Taiwan Normal University,
Taiwan
Exploring the Establishment of Statewide Distance Policies in Georgia
74
Barbara K. Mc Kenzie, Cher Chester, Elizabeth Kirby, Tony Guarino, Tom Davidson,
Leticia Ekhaml & Nancy Mims, State University of West Georgia, USA
78
Troubleshooting In The Classroom
Monique Micheaux-Gordon, Houston 1SD, USA; Pameolin K. Nelson, Aldine 1SD, USA
Teacher Technology Competencies: Early Indicators and Benchmarks
79
Julie Moore, Jennifer Borse & Marlon Mitchell, Indiana University, USA; Randy Knuth,
NCRTEC, USA
Stumbling Blocks and Stepping-Stones: Keys to Successful Video Conferencing Networks
85
Paula Nichols, Lamar University, USA
89
Timber Lane Tales: Problem-Centered Learning and Technology Integration
Priscilla Norton & Debra Sprague, George Mason University, USA
9
Using Student-created Video to Enhance, to Motivate, and to Augment Research Efforts in
Humanities Classrooms in Wyoming
95
Chris Reynolds, Rock River School, USA; Carl L. Reynolds, Lifelong Learning and
Instruction, USA
Preparing Preservice Teachers for Testing: Pilot Study on the LAN
98
Ruth Robbins & Lin lin Irene Chen, University of Houston Downtown, USA
Bells and Whistles or Effective Instructional Presentations
102
Karen Smith-Gratto & Dorothy Leflore, North Carolina A & T State University, USA
Decision Making in Editing Interactive Video: What is the Case?
106
Kitty van der Go & Ellen van den Berg, University of Twente, The Netherlands
Charting Our Progress: The Evolution of a Master's Degree in Educational Technology
111
Elizabeth M. Willis, Northern Arizona University, USA
Distance Education
112
Instruction Delivery Systems for 21st Century Graduate Teacher Education
113
Gertrude (Trudy) W Abramson, Nova Southeastern University, USA
Human Interaction During Teacher Training Courses Delivered Via The Internet
114
Kathrine Box, University of North Texas, USA
Adding Interactivity to Web Based Distance Learning
120
Ralph Cafolla & Richard Knee, Florida Atlantic University, USA
Developing Online Courses: A Comparison of Web-based Instruction with
Traditional Instruction
126
John Davis, Mike Odell, Jason Abbitt & Doug Amos, University of Idaho, USA
Technology Is The Tool, Teaching Is The Task: Student Satisfaction In Distance Learning
131
Gregory A. DeBourgh, University of San Francisco, USA
Students In Cyerspace: Tips For Successfully Navigating Your First Web-Based Course
138
Mary I. Dereshiwsky, Northern Arizona University, USA
Training Mathematics and Physical Science Teachers via Interactive TV Transmissions and
Computer Based Tutorials
143
S. A. du Plessis & J. H. Smit, University of Stellenbosch, South Africa
Its Application to the Global Campus
A Modular Approach to Education
147
Bruce Elson & Alan Phelan, University of Central England, United Kingdom
Tutoring Group Learning at a Distance
152
Eva R F6hrmus, Stockholm University, Sweden
Science: Out of This World Goes Online
158
Bob Gillan & Mike Hawkins, Northwestern State University (LA), USA
Approaching Distance Learning to Classroom Activities. A Faculty Updating Program to
Meet this Goal
162
Marilene Garcia & Carmen Maia, Universidade Anhembi-Morumbi, Brazil
The Perplexing Problem of Teaching a Graduate Education Course via the Internet
167
Lorna J. Gifford, Northwestern State University (LA), USA
Information Technology and Teacher Education: The Missing Link
171
Yehoshafat Shafee Give'on, Beit Bert College, Israel
Online Teaching and Learning and Learner-centred Pedagogy
176
Heather Hemming, Acadia University, Canada
Growth Management in Distance Education: How to Expand Your Distance Offerings
180
Melanie Hill & Matthew Clay, State University of West Georgia, USA
Conducting Education Methods On-Line to Teachers on Emergency Certification
182
Jeannine S. Hirtle, Robin McGrew-Zoubi & Hollis Lowery-Moore, Sam Houston State
University, USA
Partnership Learning: New Models of Videoconferencing in Education
188
Doug Rogers, Baylor University, USA; Chris Jones, VTEL Corporation, USA
Supporting a Web-based Curriculum with a Diverse Mix of Authoring Competency
193
Troy Kammerdiener & Lon Smith, Northeast Louisiana University, USA