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SITE 2002 Section] DOCUMENT RESUME ED 472 244 IR 021 368 AUTHOR Curtis, Reagan, Ed. TITLE Research. [SITE 2002 Section]. PUB DATE 2002-03-00 NOTE 147p.; In: Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference (13th, Nashville, TN, March 18-23, 2002); see IR 021 349. Some figures contain very small and illegible type. AVAILABLE FROM Association for the Advancement of Computing in Education, P.O. Box 3728, Norfolk, VA 23514-3728. Web site: http://www.aace.org. PUB TYPE Collected Works General (020) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PC06 Plus Postage. DESCRIPTORS Computer Uses in Education; *Educational Research; *Educational Technology; Higher Education; Information Technology; *Instructional Design; Online Courses; *Teacher Education; *Technology Integration; Technology Uses in Education; Web Based Instruction ABSTRACT This document contains papers on instructional technology research from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: professors share their thoughts and feelings with their students; faculty reflections on teaching online; integrating technology into preservice teacher education; results of a student attitudinal survey; optimizing informal learning experiences in the home and school; instructional design strategies for summer online courses; advancing teachers through stages of adoption of technology in the classroom; teaching technology infusion to inservice teachers; assessing and predicting information and communications technology literacy in education undergraduates; impact of the Gates Foundation's Teacher Leadership Project; simulating and evaluating the Yekioyd methodology; effects of training in an interactive television environment; influence of gender, grade level, and teachers on the selection of mathematics software by intermediate students; why some African American youth's selves are driving the digital divide; using technology to encourage motivation and achievement in academically at- risk secondary students; a Web design project adopting the constructivist model; the relationship between school and teacher variables and students' usage of technology; deepening the impact of technology through an inquiry approach to teaching and learning; teaching activities through the Internet at Anadolu University (Turkey); using information visualization to enable teachers to search and teach with the Internet; influence of home access on attitudes, skills, and level of use for teachers and students in technology integrating classrooms; computer-mediated discussions of a multimedia case study of mathematics teaching; renewal of teacher education through networked learning communities; effectiveness of statistical training with computer simulation; educating the future generation; the role of intelligent tutoring systems in education; supporting classroom discourse with technology; effectiveness of a planning strategy for online course development; effects of computer use on intrinsic motivation for continued study of a content area; a national online survey of education faculties' use of technology in preservice teacher education courses; stakeholder perceptions of the use and Reproductions supplied by EDRS are the best that can be made from the original document. value of computers and technology in an elementary school setting; evaluation of motivation, interactivity, and learning styles in Web-based instruction and online courses; institutionalizing technology in schools; comparison of measures of achievement and interactive technology use in distance education; effectiveness of two models of technology integration in a preservice teacher education program; use of qualitative methods in program evaluation; children's use of the Internet at home; and technology resistance and barriers. Most papers contain references.(MES) Reproductions supplied by EDRS are the best that can be made from the on inal document. Research (SITE 2002 Section) Reagan Curtis. Ed. PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization G.H. Marks originatinga. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this 1 document do not necessarily represent official OERI position or policy. W BEST COPYAVAIL lldlid 2 SECTION EDITOR: Reagan Curtis, Northwestern State University of Louisiana Technology use in teaching and learning has come to be regarded as essential for the future of educational institutions at all levels. Researchers strive for a better understanding of technology's effects as it continues to gain prominence in education. This year's SITE conference papers contrib- ute to this understanding. The quantity of submissions has more than doubled this year attesting to a deeper recognition of the need for critical evaluation of Instructional Technology (IT). This sec- tion includes papers addressing the comparison of online and traditional methods for instruction, technology use in practice, competence with and use of technology, perceptions related to technol- m ogy, as well as theoretical and methodological issues related to research in IT. My perception is that research in IT has often begun with the unexamined assumption that technol- ogy use is inherently good. As such, I find a need for more research comparing technology to traditional methods. This type of research highlights the idea that various forms of technology should only be used if they are more effective tools. I would like to see more of this type of research in future SITE conferences thereby helping educators to determine both when technology is appropriate and what forms of technology are likely to be most beneficial for meeting their goals. tn This year's contributions include papers that compare online and traditional or face-to-face meth- ods. Jerry Galloway works with middle school students studying African American cultural heritage and Merry Boggs focuses on high school computer science students while the rest of the authors work at the university level. Yusef Koc, in mathematics, and Barbara Coppola, in teacher education, each focus on how discussions can be influenced by IT, while Sherri Restauri and Rosa Ponce each do broader campus-wide comparisons. m The papers dealing with the effects of technology use in practice without making comparisons to traditional methods describe the effects of a wide variety of technologies, in several educational contexts, and from many different theoretical perspectives. Papers in this category include those by Simon Mochon, David Lane, Donna Russell, Tiffany Koszalka, Marino Alvarez, Kimiko Isono, Tianguang Gao, Yahya Mat Som, Neal W. Topp, Sue-Jen Chen, Margarete Juliana, Max Louwerse, Therese Laferriere, Robert Bracewell, and Isil Kabakci. IT such as spreadsheets and simulations, web-based methods, discussion lists, electronic journals, intelligent tutoring systems, and networked learning communities, are examined among others. These technologies are predominately examined in math and science education, but there is also an interesting piece on music education. Readers of this section should appreciate the emphasis on empirical data combined with a diversity of theoreti- cal backgrounds including socio-cultural and ecological perspectives, constructivist theories, action research, and inquiry-based education. Papers focused on the level of competence with and use of technology help describe the current level of computer, Internet, and software use by elementary and secondary students, as well as the level of computer literacy and technology use by pre-service and in-service teachers. These include offerings by Myka Raymond, Pamela Petty, Donna Ferguson, Toni Jones, Helen Brown, JoAnne Davies, Kay Gibson, Nan Li, Gerald Knezek, Rhonda Christensen and Yu-mei Wang. Some of these papers include discussion of attitudes and beliefs related to technology, but not as the primary focus. The papers dealing with perceptions related to technology include research on perceptions, beliefs, and attitudes of a wide variety of stakeholders on a diverse set of topics. This category includes articles by David Dean, Jesse Foster, Amy Staples, Mary Lane-Kelso, Beth Coghlan, Glenda Rakes, Kathy Bohley, Dale Magoun, Debra Sprague, Seung Jin, Kimberly Berg, Rita Dobbs, Melissa Mohammed, Prentice Baptiste, Christian Penny, David Pratt, and Misook Ji. These articles discuss research on perceptions related to the Bill and Melinda Gates Foundation's Teacher Leadership Project, the "Digital Divide" and "Digital Schools", integrating technology into teaching, PT3, using interactive television environments and the Internet, as well as other timely topics. The perceptions 3 Page 1959 of pre-service and preschool through university in-service teachers, kindergarten through university students, and 'university administrators are focused on to better understand the effects of IT across many educational contexts. The papers categorized as theoretical and methodological issues related to research in IT include those by Betul Ozkan, Fidel Salinas, Steven Dickey, David Moursund, Tammy McGraw, and Chih-Hsiung Tu. These authors cover wide-ranging issues including statistical applications, ethics, online presence,
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