Mobile Gamification in Education Engage, Educate ...

Mobile Gamification in Education Engage, Educate and Entertain via Gamified Mobile Apps

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Ferial Khaddage1, Christoph Lattemann2, Ricardo Acosta-Díaz3 Deakin University School of IT, Australia, 2 Jacob University, Economics Department, Germany 3 Faculty of Telematics, University of Colima Mexico [email protected] [email protected] [email protected] Abstract: Digital games are very popular amongst the digital natives; they use them for entertainment engagement, enjoyment and fun. With the emergence of the internet and mobile apps edutainment and gamification is also becoming increasingly important in the educational sector. With the rapid development of mobile technologies and applications, games are now entering a new era where their purpose is no longer for entertaining only but also for educating and informing. Games can offer interactive learning activities and tasks that can foster collaboration and creativity. Drawing on the experience of gamification, this explorative paper examines key strategies by which instructors can introduce interactive mobile game elements to the classroom in ways that are simple and engaging.

Introduction Currently a growing number of educational institutions are experimenting with game integration via mobile apps for teaching and learning, (Zichermann and Cunningham 2011; Kranz et al. 2013; Khaddage and Knezek 2011, Khaddage and Knezek 2012, Lattemann and Khaddage 2013), and recently there has been increased attention surrounding gamification as a method for providing interactive and exciting contents to learners. Gaming and social and mobile media are changing our environment and the way we do and perform tasks. These three elements are very powerful in today’s society and they can be merged and integrated together to provide affective and powerful gamified learning environment in a mobile setting, and they can be an added opportunity to teaching and learning at all levels. Businesses have largely embraced gamification to design work incentive programs combined with mobile apps that engage employees through rewards and badges. Although still in its early stages, gamification in education is gaining further support among researchers and educators who recognize that games stimulate productivity and creative inquiry among learners (Johnson et al, 2013; Khaddage and Knezek 2012). Already today, people of all ages do use some form of gamification on their mobile devices to improve their lives in different domains such as health, business, entertainment etc. What is stopping us from using it in educational settings to improve students’ outcome? In this paper we discussed and explained gamification and examined key strategies by which gamification via mobile app could be applied, and how a teacher can introduce interactive mobile game elements to the classroom via a mobile app in ways that are simple, creative, engaging and exciting. Drawing on recent experiences of gamification in education this paper examines - in an explorative way - key strategies by which instructors can introduce interactive mobile game elements to the classroom in ways that are challenging. This paper proceeds as follows. After this introduction we present related scientific works on edutainment, gamification and mobile apps. We further present some existing tools of mobile app gamifications for exemplification. We then discuss key functions of gamification and elements in mobile educational environments which may serve these functions. This paper ends with concluding remarks.

Related work One key approach for bringing entertainment and education together is described by the term

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“edutainment”. Education through entertainment has been around for almost a decade and is still considered important (Lepouras and Vassilakis 2004). “Edutainment” is a hybrid genre that relies heavily on visual material, on narrative or game-like formats, and on more informal, less didactic styles of address (Buckingham and Scanlon 2000). “The purpose of edutainment is to attract and hold the attention of the learners by engaging their emotions through a computer monitor full of vividly colored animations.” (Okan 2003, p. 255). Squire and Jenkins (2003) describe how different games support the learning process. Gamification via mobile apps is a quite new and unique approach that combines educational games and mobile apps to create a gamified teaching environment that is fun, creative, exciting, engaging and challenging (Khaddage, F. & Dias R. 2013 in press). Gamification is used in several different contexts, mostly in business and marketing. Any application, task, process or context can theoretically be gamified. Gamification’s main goal is, like edutainment, to increase the motivation of users by using game-like techniques (Vassileva 2012; Shneiderman, 2004; Flatla et al., 2011) and making people feel more involved when engaging with tasks (Pavlus, 2010). Following Deterding et al.’s (2011) definition, gamification is the use of game-play mechanics for nongame applications. Thus, game-elements are used in a context where they are usually not expected, however, this expectation depends on social, historical and cultural aspects. Consequently, there is not the non-game context, but – depending on the target group – players will expect game elements or not. Recently, there has been increased attention around gamification as a method for providing interactive, creative and exciting content to learners. Currently a growing number of educational institutions are experimenting with game integration (gamification) via mobile apps for teaching and learning (Zichermann and Cunningham 2011; Kranz et al. 2013; Khaddage and Knezek 2011, Khaddage and Knezek 2012). Models are provided which describe how to use gamification in a mobile environment to improve the learning process among students (Kapp 2012). Vassileva (2012) argues that gamification leads to short motivation only. Thus, to avoid players’ short motivation they have to enjoy the activity. This means that a game has to give experiences of competence, autonomy, and relatedness to the players. In this respect, Nicholson (2012) introduces the term meaningful gamification and put the user in the center of the design of applications by selecting such elements that contribute the player’s motivation. Meaningful gamification “is the integration of user-centered game design elements into non-game context” (Nicholson, 2012, p.5). This user-centered approach stands in contrast to von Ahn and Dabbish’s (2008) mechanism-centered perspective. In line with Xu (2011) they focus on the task and exercises within the game design to incorporating game elements into work activities. Whatever approach is selected, gameful interaction design “defines the structure and behaviors of interactive products and services, and the user interaction with those products and services”, to achieve a change in the behavior of their users (Xu, 2011, P.20). Game design elements should be meaningful to the user and result in positive change in the user’s mind and should not be integrated into the game without any relation to the learner’s environment (Nicholson 2012). Games have a desired outcome and are “structured by rules and competitive strife towards a goal” (Deterding et al. 2011, p11). Steele (2013) identified gamification as a technique of applying game elements to drive users to perform a desired action to reach certain goal. “If you build it, they will come… just so long as you make it fun” (Steele 2013). Hence, game design has to accumulate “a number of patterns, rules, and feedback loops that are motivational, and create user engagement and loyalty” (Vassileva, 2012, p.8). Even in a recent research report by Flurry (2013) it is stated that in order for a mobile app game to survive, it should be capable of engaging users by hooking them to the task or activity they perform.

Examples of Gamification in Business and Education In recent years, gamification made a successful move in business ecosystems. Some companies have spent money and resources to spread gamification across all business channels, and this is quite obvious in the mobile app environment. Starbucks mobile app is a simple but good example of such approach. The starbucks gamified app is used to reward engaged customers; it incentivizes customers to take certain actions using game approach to compete and earn rewards. It is a very simple app: the more coffee you buy the more rewards you get and the more you fill up your cup. This visual aspect of reaching a goal by filling up the cup motivates users to accomplish the highest level of learning (seen Figure 1).

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Figure 1: Starbucks Gamified Mobile App Many mobile strategies are providing brilliant mobile experiences amongst users in a business context, but how to get the most out of the thriving mobile landscape, and further implement successful mobile game solutions in education that can entice students and drive engagement with their subject matter? How do instructors implement game mechanisms to get students to become more productive, motivated, and engaged? Research and mobile business applications prove that mobile technologies and apps are not just another mean to deliver educational content but rather it can - if properly designed, developed and integrated strengthen students’ engagement and can generate new and creative gamified learning environment that can inspire students and transform education. Several gamified mobile apps can be used and strategies can be adopted by instructors on how to apply and use game mechanics to provide gamified teaching and learning environment via a mobile app and get productive, motivated, creative and engaged students. Currently the majority of educational mobile games target children, from pre-school up to year five. There are also several apps that high school students and undergraduates can gain benefits from by learning via these apps in a gamified learning environment. For instance games such as Flashcard Champion Basic Math for iOS platforms is a good example of learning math via a mobile app; it aims at an age group between (5-11) years from prep to year six. Learners can practice basic mathematic skills such as addition, subtraction, and multiplication by answering questions within a certain time frame. The platform provides a competitive and a challenging atmosphere amongst students and this in turn offers an instant gratification element. It is also highly customizable and students have control in selecting different difficulty levels. Students are able to store and track their high scores. This function adds fun and creates a challenging gamified learning atmosphere. Another example for a gamified mobile learning app is MathLand, a gamified high school math program that was created by Michigan University to help students at risk to succeed in mathematics. This program allows students to level-up based on their completion of allocated tasks activities and exercises. This concept of leveling up triggered a drive to compete amongst students (Ross, 2013). By the end of the third year using MathLand standardized test results show 22% improvements in the overall outcome (Ross, 2013). The Aptitude Test Trainer, another example, is a gamified mobile app that helps students to prepare for aptitude tests. It integrates 700 questions divided into several categories. Students can review questions and read explanation for every answer. Students are able to follow their progress via a ranking chart as shown in figure 2. The “score progression chart” shows a dynamic in which success is granularly displayed and measured through the process of completing tasks and answering questions. Progression is listed as one of the crucial gamification elements that can provide visual feedback on individual student’s progress, as without proper feedback students feel lost and un-engaged.

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Figure 2. Score Progression Chart Recently a newly developed mobile app called CanUHanyu was designed and developed for Chinese language education. The app uses gamified learning to engage students in language learningto display optional pinyin and English meanings. It makes recalling words and meanings enjoyable and fun. The app included interactive games that reinforce vocabulary progressing through six levels of proficiency; with a reward badges chart progress to provide motivation. Before it was released, the app went through a stage of in-class students’ testing and was trialed by hundreds of teachers and primary school students across Australia and the feedback was very positive from both students and teachers. These examples show that the integration of game elements and mechanics into non-game situations and scenarios via mobile apps may empower students to embrace the subject matter.

Functions and Elements in Gamification for Mobile Apps in Education Currently the mobile app sector experiences a fierce competition. There are over one million apps available in the marketplaces and while users may install a quite large number of apps on their devices, they very often tend to use only few and disregard the rest. According to a recent research only 25% of apps survive after only three months (Flurry 2013). Hence, for a useful and sustainable mobile app solution, developers need to know about the key functions and elements of mobile apps. This is also true for gamified mobile learning environments. So far little is known about the effectiveness of these gamification elements in an interactive learning environment via a mobile app. It is still unclear which of these elements are suitable, implementable and effective in a mobile app ecosystem. To fill this research gap, we derive - in a structured way - 10 critical functions for integrating gamification in mobile apps for education (table 1) and identify several gamification elements (table 2 - Björk & Holopainen 2005). No. 1 2 3 4 5 6 7 8 9 10

Functions: The game component should … Create fun and enjoyment Create activity Create competences, improve learning process Create autonomy Create relations among users Create loyalty to the platform/content/provider Create engagement and motivation

Reference: Khaddage, F. & Dias R. 2014, Vassileva 2012; Shneiderman, 2004, Flatla et al., 2011 Vassileva, 2012, Khaddage & Knezek 2012 Squire and Jenkins 2003; Kapp 2012; Xu 2011; Ahn and Dabbish’s 2008 Vassileva 2012 Deterding et al. 2011; Vassileva 2012 Vassileva, 2012

Okan 2003, Khaddage, F. & Dias R. 2013, Vassileva 2012; Shneiderman, 2004, Flatla et al., 2011; Pavlus, 2010, Flury (2013 Create emotions Okan 2003 Be meaningful to users Nicholson (2012) Be goal-oriented Steele (2013) Table 1. 10 Critical Functions for Integrating Gamification in Mobile Apps for Education

Björk & Holopainen, (2005) identified several gamification elements. In table 2 we present the most

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prominent ones and their description of how to apply them. We further list which of the identified functions (table 1) are being served by the gamification element. Gamification Elements a) Functionality levels & Competitive environment b) Scoring systems/ score list/virtual currencies

How to Apply it Create a game like level system with certain goals which have to be achieved by students. The progress and status must be indicated. Functional levels do not only allow to track students’ own progress, but also offer a competitive atmosphere. Bonus points/high scores should be awarded for task completion.

d) Controllers

Student should be able to define their own avatars. The avatars’ characteristics and abilities should be modifiable and upgradeable according to the levels’ challenges. Students should have control of what the user can do after reaching certain level.

e) Community/ Belonging

Users should have the opportunity to contact or interact with one another via chat and instant massaging.

c) Avatars

Related Functions Main Function: (1), (2), (5), (6), (7), (10) Secondary Function: (8), (9),

Main Function: (2), (5), (6), (7), (10) Secondary Function: (1), (8), (9) Main Function: (1), (2), (4), (5), (8), (9) Secondary Function: (6) Main Function: (1), (2), (4), (7), (10) Secondary Function: (9) Main Function: (5), (10), Secondary Function: (1), (2), (4), (5), (8), (9)

Teaching environments should have a Main Function: (6) long term appeal to continuously Secondary Function: (1), (2), generating interest (4), (5), (8), (9) Rewards and badges are central to Main Function: (2), (5), (6), (7), g) Rewards/Badges making sure that users feel there is value (10) to their actions. Secondary Function: (1), (8), (9) To empower users, and to give them Main Function: (4), (9) h) Choices ownership over their choices Secondary Function: (1), (2), (meaningful choices) (4), (6), (7), (8) The educational mobile environment Main Function: (3) should give feedback on progress via Secondary Function: (1), (2), i) Progression/ stats, progress bars or other means, (6), (7), (8), (9), (10) Progress Bar Without proper feedback users feel lost and un-engaged. j) Quests and A list of tasks/projects to be completed in Main Function: (3) Problem Solving order to receive X reward should be Secondary Function: (1), (2), Elements provided. (6), (7), (8), (9), (10) Table 2. Gamification Elements their Application and Related Functions f) Longevity

Table 2 shows that many elements serve the same functions (i.e. creating fun, enjoyment, engagement, activity, motivation etc.). Hence, a simply and sufficient mobile learning platform with gamification does not need all described elements in the beginning. In the basic form of a mobile learning platform with gamification it must be guaranteed that basic functions are covered which guarantee the success of the platform. We believe that the basic game mechanics that are suited to a simple but effective gamifying are (1) problem solving elements, (2) goal and achievement elements and (3) awards and badges (Figure 2).

Figure 2: Gamification via Mobile Apps

Conclusion

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The founder of gamification platform “Badgeville” Kris Duggan (2013) said recently in an interview: "Gamification is not a project...it's a program that gets invested in for the long-term. Those that understand that see the most impactful and meaningful results.” We live in a fast moving and open world that is changing by the minute. We live in a wirelessly connected world, increase distraction and complexity. Our generation is mostly gamers who are being brought up using technologies, digital games and mobile applications and devices. In order to keep them engaged in their learning environment we need to implements to fit their current life style, there need to be more small wins and challenges and rewards along the way, and there should be more ways for them to earn status and badges for recognition that can drive motivation. Educational institutions needs to move forward to catch up with the world, and provide such a learning environment, they need to design and deploy systems methods and strategies that can help students to reach their full potential. Gamification via mobile apps if integrated seamlessly has the power to accomplish that and more. Although some are already ignoring the fact that gamification is affective but their views contradict the reality and what is happening out there in the real world. This paper shows - in an explorative way - which elements and functions are needed to develop a gamified mobile learning app. Instructors can use the listed elements and functions as a checklist for own applications and learning arrangements. Further empirical research is needed to identify statistical relations between gamification elements, functions and user acceptance.

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TABLE OF CONTENTS How Video Games and Digital Literacy Impacts Student Achievement and Development: An Analysis of Synergistic Integration ...................................................... 1 Mario Adkins, Grand Valley State University, United States

Using UDL Exchange to Teach the Universal Design for Learning Framework to Preservice Teachers ................................................................................................................... 6 Liz Berquist & Jessica Moore, Towson University, United States

Educators’ Self-Identified Mobile Learning Training Needs: A Qualitative Study Involving Educators from 12 Diverse North American States .......................................... 8 Helen Crompton, Old Dominion University, United States

Asynchronous Discussion Strategies in Online Courses: Which Type is Most Effective in Engaging Students in Meaningful Dialogue? .............................................................. 12 Linda Easley-Tidwell, Louisiana State University in Shreveport, United States

Using Mobile Apps to Transform Teaching and Learning in Literacy ............................ 21 Janette Hughes, University of Ontario Institute of Technology, Canada

Teaching and Learning with Clickers in Higher Education ............................................ 29 James Oigara, Canisius College, United States

Creating online programs to support lateral entry teachers: The power of collaboration. ....................................................................................................................... 37 Nancy Ruppert, UNC Asheville, United States

Virtual Reality Worlds for Teacher Education .................................................................. 43 Marlo Steed, Faculty of Education, University of Lethbridge, Canada

Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops ........................................................................... 49 Shu-Ju Diana Tai, Center for Technology in Learning & Teaching, Iowa State University, United States

SOCIAL MEDIA AND EPISTEMIC DISCOURSE: DESIGNING INSTRUCTIONAL ACTIVITIES ........................................................................................................................... 51 Terence Ahern, West Vriginia University, United States

Creativity and Innovation in STEM Classrooms through Professional Development ........................................................................................................................ 57 Manorama Talaiver, ITTIP/Longwood University, United States

Google Docs, Forms and Video Mashup Using HTML5 for Assessment Applications ......................................................................................................................... 64 Robert Workman, Southern Connecticut State University, United States

Infusing ICT into K-12 Teacher Education: From China's Perspective .......................... 65 Harrison Yang, NERCEL, China

Explorative Study on the Ways of using Blogs and Wikis as Teaching and Learning Tools in Mathematics ......................................................................................................... 66 Rana Zein, HCT, United Arab Emirates

IMPACT OF FOREIGN AID ON THE MANAGEMENT OF HIGHER EDUCATION IN THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES. ................................................ 69 OLUJIDE AKILAIYA, FEDERAL COLLEGE OF EDUCATION (TECHNICAL) ASABA, Nigeria

Social Presence in Learner-driven Social Media Environments ..................................... 73 Swapna Kumar, University of Florida, Gainesville, United States; Mark Hart, University of Florida, United States

Computational Thinking for the Rest of Us: A Liberal Arts Approach to Engaging Middle and High School Teachers with Computer Science Students ............................ 79 Samuel Cho & Paúl Pauca, Wake Forest University, United States; Denise Johnson, Winston-Salem State University, United States; Yu'Vonne James, Hanes Magnet School, United States

Learning Experience Through RoboCupJunior: Promoting STEM Education and 21st Century Skills with Robotics Competition ....................................................................... 87 Amy Eguchi, Bloomfield College, United States

Why Robotics in Education? - Robotics as a Learning Tool for Educational Revolution ............................................................................................................................ 94 Amy Eguchi, Bloomfield College, United States

The Development of App Making Learning Curriculum for Informatics Gifted Elementary School Students to Improve their Computational Thinking ........................ 96 SungJin Hwang, JeongWon Choi & YoungJun Lee, Dept. of Computer Education, Korea National University of Education, Korea (South)

A study of STEAM Education based on Art with Scratch2.0 ........................................ 102 Seongkyun Jeon & YoungJun Lee, Korea National University of Education, Korea (South)

The Potentials and Challenges of Learning with Electronic Textiles for Computing Education ........................................................................................................................... 106 Eunkyoung Lee & Sungsook Kim, Korea Institute for Curriculum and Evaluation, Korea (South)

Promoting Computer Science among Girls: An Auburn University Pilot Program .............................................................................................................................. 112 Daniela Marghitu, Jung Won Hur, Yasmeen Rawajfih, Jillian Hall & Cassandra Stephens, Auburn University, United States

Integrating Computational Thinking in the Mathematics Curriculum .......................... 120 Gerard Rambally, University of North Texas at Dallas, United States

Combining Teacher Professional Development on Computational Thinking with Writing and Problem Solving ........................................................................................................ 128 Li Xu & Flory Simon, University of Arizona South, United States

Computational Pedagogy Approach to STEM Teaching and Learning ........................ 131 Osman Yasar & Jose Maliekal, SUNY College at Brockport, United States

Multi-frame Analysis to Online Learning Spaces .......................................................... 140 Esther Hattingh & Chia-Jung Chung, California State University, Sacramento, United States; Ying Wang, Chongqing University of Science and Technology, United States

A Look at Civic Education in Online Learning: Research in Progress ........................ 146 Becky Odom-Bartel & Vivian Wright, The University of Alabama, United States

Instructors’ Firsthand Experience toward the Turnitin Embedded onto the Oncourse ............................................................................................................................ 151 Ju Park, Indiana University Northwest, United States

Engaging Engineering Faculty in Professional Communities Supporting Instructional Technology Initiatives ...................................................................................................... 154 Luisa-Maria Rosu, University of Illinois at Urbana-Champaign, United States

Revising a Technology Course: Studying Teaching Using Design-Based Research ............................................................................................................................ 161 Krista Ruggles & Alyson Adams, University of Florida, United States

The Development of Future Faculty Peer Networks in Educational Technology Training .............................................................................................................................. 167 Paul Stengel, Columbia Center for New Media Teaching and Learninghttp://ccnmtl.columbia.edu/, United States; Sarohini Chahal & Tucker Harding, Columbia Center for New Media Teaching and Learning - http:// ccnmtl.columbia.edu/, United States

The Evaluation of Applying our Developed Haiku Application to Liberal Arts Students ............................................................................................................................. 173 Nobuhiko Takada, Kanazawagakuin University, Japan; Issei Yoshida, Kanazawa Gakuin University, Japan; Masami Suzuki, KDDI R&D Laboratories, Inc., Japan; Ryoichi Yanagisawa, Kanazawa Gakuin University, Japan

Enhancing Faculty’s Understandings of the Best Practices of International Student Teaching and Learning in Higher Education Setting .................................................... 180 Xi Yu, University of Minnesota, United States

STEM Transmedia Book ................................................................................................... 181 Pamela Ponners, Sumreen Asim & Tandra Tyler-Wood, University of North Texas, United States

Innovative Digital Design Technologies that Support Student Creativity .................... 182 Daniel Tillman, University of Texas at El Paso, United States; Shaunna Smith, Texas State University - San Marcos, United States; Punya Mishra & Danah Henriksen, Michigan State University, United States

3D Printing As A Tool For Teaching And Learning In STEAM Education .................... 188 Jared Vanscoder, University of North Texas, United States

Future Trends in MOOCs and SOOCs in Management Education ............................... 192 Owen Hall, Jr., Pepperdine University, United States

Building Online Learning Communities Using Web 2.0 Technologies ........................ 193 Mariam Abdelmalak, NMSU,College of Education,Curriculum & Instruction Department., United States

A Pragmatic Use for Massive Open Online Courses (MOOCs): Virtual School Teacher Professional Development ............................................................................................... 200 Darcey Addo, Walden University, United States

Digital Footprints: Students and Teachers Creating and Managing Networked Literacy Identities ............................................................................................................................. 203 Holly Atkins & Candace Roberts, Saint Leo University, United States

Hub or Silo? Expanding the LMS with Innovative Web Tools ...................................... 209 Curby Alexander, Texas Christian University, United States

HYBRID LEARNING IN HIGHER EDUCATION ................................................................ 214 Sameer AlNajdi, Indina State University, United States

Student Engagement in a Dual-Mode teaching Environment: A Pilot Study .................................................................................................................................. 221 Jeanne Anderson, St. Cloud State University, United States; Susan Sutton & Teri Gergen, Roane State Community College, United States

Open Participatory Engagement Network (OPEN): An Instructional Design MetaFramework for Creating Participatory Networked Learning Environments ................. 227 Fredrick W. Baker III, University of South Alabama, United States

Failure to Communicate? Online learning and Collaborative Work ............................. 234 Kathy Boudreau-Henry, Middle Tennessee State Univ, United States

Staying Connected: The Cycle of Innovation ................................................................ 240 Isabel Breen & Jessica Fuda Daddio, Keiser University, United States

Exploring a New Model of Academic Integrity: The PACT System .............................. 246 John Buckley, Keiser University, United States

Using Wikis for Online Curriculum Building: An Updated Perspective ....................... 250 David Byrum, Texas State Unviversity, United States

Introducing the Linked Classroom Model in a Synchromodal Learning Environment ....................................................................................................................... 256 William Cain, Sandra Sawaya & John Bell, Michigan State University, United States

Online Attrition and Retention in Community Colleges: Are Minorities at a Disadvantage? ................................................................................................................... 257 Miriam Carrasquel-Nagy, University of Northern Colorado, United States

Student Trends with Digital Textbook Options in Preservice Education ..................... 265 Terence Cavanaugh & Nicholas Eastham, University of North Florida, College of Education and Human Services, United States

Online Lecture based Note-Taking Strategy for College Student ................................ 272 Xi Chen, Texas Tech University, United States

Educator Role Transforms from Sage to Ghost: Implementation of Discovery-Based Learning Online with Large Student Enrollment ........................................................... 277 Shelley Cobbett, Dalhousie University, Canada

Pilot Project: Development of an Interactive Mechanical Engineering Drawing Instructional Aid Software ............................................................................................... 282 Howard Cole, University of Technology, Jamaica, Jamaica

Working with student teachers in the Bush: Supervision strategies from Alaska ................................................................................................................................. 283 Jonathan Bartels, University of Alaska Anchorage, United States

Social Interaction and Peer Mentorship at Universities in a Post-Course Future ................................................................................................................................. 286 Matt Crosslin, University of North Texas / University of Texas at Arlington, United States

Students’ perceptions of web-based and 3Dimensional museums ............................. 290 Adriana D' Alba, University of West Georgia, United States; Jonathan Gratch, University of North Texas, United States; Jian Zhang, Texas Woman's University, United States; Deborah Blackwell, University of North Texas, United States

Getting a MOOC Off the Ground: From Dream to Reality ............................................. 295 Lee Digiovanni & Anissa Vega, Kennesaw State University, United States

Interactive Online Course Development ......................................................................... 299 Donna DiMatteo-Gibson, Lycurgus Group, Inc., United States

The Software Engineering Life Cycle Approach (SELCA): Developing Distance Education Milieus .............................................................................................................. 302 Gulsun EBY, M. Recep Okur, Ömer Uysal & Ilker Usta, Anadolu University, Turkey

Queso: Introducing Game Design Principles into Curriculum ..................................... 307 Clay Ewing, University of Miami, United States

YouTube for Common Core Writing ............................................................................... 308 Erik Bean, American Public University, United States; , Brigantine Media, United States

Lessons Learned from Implementing U-Pace Online Instruction with High School and College Students ............................................................................................................... 309 Raymond Fleming & Diane Reddy, University of Wisconsin-Milwaukee, United States; Ryan Fleming, University of Wisconsin-Madison, United States; Heidi Pfeiffer & Leah Stoiber, University of Wisconsin-Milwaukee, United States

Mathematics-for-Teachers using a MOOC ...................................................................... 310 George Gadanidis, Faculty of Education, University of Western Ontario, Canada

Faculty Experiences with Online Learning: A Mixed Methods Study .......................... 315 Michelle Giles, Rhonda Ritter, Ellen Zimmerman & Bob Kaiser, University of North Texas, United States

Role of Motivation for Students’ Success in Studying Physics Module ...................... 324 Tatiana Gnitetskaya, Far Eastern federal university, Russian Federation; Joe Rodriguez, Stephen F. Austin State University, United States

WAC-TV -- Meeting the Writing Needs of Kaplan Students .......................................... 330 Barbara Green, Kaplan University, United States

Learner Engagement – The Lasting Effect of Announcements in Online Courses .............................................................................................................................. 334 Jenelle Hodges & Betty Nelson, University of Alabama at Birmingham, United States

From Traditional Professor to Online Course Designer: Online Professional Development to Support Online Course Development ................................................. 341 Rebecca Hoey, Northwestern College, United States

Using Teaching Assistants and Synchronous Labs to Improve Academic Success for Undergraduate Online Learners ...................................................................................... 347 Kathleen Hughes De Sousa & Andrea Kozak Miller, Capella University, United States; Barb Reagle, Capella University, United States; Laura Sullivan, Capella Univesity, United States

Assessing the Effect of Instructional Video Design on Students’ Learning Outcome in an Online Technology Integration Course ..................................................................... 349 Mohamed Ibrahim, Rebecca Callaway & David Bell, Arkansas Tech University, United States

Teaching Online: A Paradigm Shift ................................................................................. 357 Jean Kiekel, University of St. Thomas, United States

Mining Students' Attempts in Multiple Choices Exams to Understand Students' Learning ............................................................................................................................. 358 Essam Kosba, Passant Sabry & Ossama Badawy, Arab Academy for Science and Technology, Egypt

Addressing the Challenges of Engagement and Access in Teacher Education: Hybrid Learning ............................................................................................................................. 364 Qiuyun Lin, State University of New York--Plattsburgh, United States

Passing an Online Course: Does Gardner’s Intelligence Matter? ................................ 371 Leslie Loughmiller & Sally Everts, Jones International University, United States

Flipping Clinical Practice In a Nursing Program ........................................................... 376 Krista Lussier, Thompson Rivers University, Canada

Distance Education and Native American Students’ Academic Success: Voice from the Natives ................................................................................................................................ 377 Wei Ma, Northland Pioneer College, United States

Emergent Themes of Faculty Experiences with Online Technology Adoption ............................................................................................................................. 380 Leah Mangrum, Alana Phillips & Heather Robinson, University of North Texas, United States

A DESIGN OF AN ONLINE COURSE TO ADJUST LEARNING STYLE IN HIGHER EDUCATION FOR PRE-UNIVERSITY STUDENTS ........................................................... 389 Ryuichi Matsuba, Hideo Taira & Makoto Fukuda, Kumamoto University, Japan; Shin-ichiro Kubota, Miyazaki University, Japan

E-Presentation Essentials- How to Engage, Excite, and Equip presenters with the skills for producing exceptional e-presentation experiences ................................................. 393 Susan McManimon, Rider University, United States; Laura Wilson & Lacey Fulton, Indiana University of Pennsylvania, United States

E-training through web lectures ...................................................................................... 397 Christian Ostlund, Universtiy West, Sweden; William Jobe & Lars Svensson, University West, Sweden

Challenges and Strategies in Designing Trans-National Learning Team Projects in Virtual Worlds .................................................................................................................... 403 Paul Resta, The University of Texas at Austin, United States; Mri Shonfeld, Kibbutzim College, Israel

Developing eLearning Courses for Industry: A Case Study of Successful Project Management Practices ..................................................................................................... 410 Stephen Rodriguez, Texas A&M University--Corpus Christi, United States

How to Make Your Online Course Accessible ............................................................... 417 Sandra Rogers & Stacy Weston, University of South Alabama, United States

Addressing Equity and Access in Online Learning and More.... .................................. 424 Raymond Rose, Rose & Smith Associates, United States; Kathryn Kennedy, iNACOL, United States; Robert Plants, University of Mississippi, United States

ONLINE PEER MENTORING: ANALYSIS OF DISCUSSION BOARD INTERACTION AMONG UNDERGRADUTE PRESERVICE EDUCATION STUDENTS ............................ 427 Regina Ruane, Drexel University, United States

Virtual Presence in a Synchromodal Learning Environment ........................................ 431 Sandra Sawaya & William Cain, Michigan State University, United States

Inquiry and Response to the Development Dilemma of Campus Culture in Higher Distance Education -The Empirical Study on Distance Education in Zhejiang University ........................................................................................................................... 437 Leifen Shi, Lishui TV University, Lishui, Zhejiang, China; John Ronghua Ouyang, University of North Florida, United States

Learning to Teach English with Multimedia: A Hybrid Course for English Teacher Preparation in the School of Continuing Education ...................................................... 447 Yu-Chih Doris Shih, Fu-Jen Catholic University, Taiwan

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills. ................................................................................... 453 Nicole Simon, Nassau Community College, United States

Psychosocial and Cognitive Dimensions of the ‘Self’ within Pre-service Teachers’ Reflective Blogs ................................................................................................................ 460 Shaunna Smith & Ruben Garza, Texas State University, United States

Utilization of a Learning Management System .............................................................. 470 Alicia Stansell, University of North Texas, United States

Class in Circles: Designing an Online Course Using Google+ ..................................... 475 Priscilla Taylor, Pennsylvania State University, United States; Chris Penny, West Chester University, United States

Scaffolding SYSTEMS DEVELOPMENT course with blended learning to improve collaborative task performance – a pilot study ............................................................. 477 Raymond Tham, University of Newcastle, Australia, Australia; Lesley Tham, RegCom International, Singapore

Effective Implementation of 3D Virtual Environments to Improve STEM Instruction .......................................................................................................................... 478 Chris Carnahan, New Jersey City University, United States

Strengths and Weaknesses of a New Distance Course Design in Vocational Higher Education ........................................................................................................................... 483 Erman Uzun, Mersin University, Turkey; M. Yasar Ozden, Bahcesehir University, Turkey; Ali Yildirim, Middle East Technical University, Turkey

Elementary Preservice Teachers' Mathematical Justifications through Online Mentoring Modules .............................................................................................................................. 490 Jenni Wall, Northwest Missouri State University, United States; Brown Amy, Utah State University, United States; Sarah Selmer, West Virginia University, United States

Critical Thinking in Online Discussion ........................................................................... 494 Yu-mei Wang, University of Alabama at Birmingham, United States

Perspectives on flexible distance education: Using Adobe Connect in a hybrid virtual/ local classroom ................................................................................................................. 495 Amber Warren & Kelly Wiechart, Indiana University, United States

Synchronous Web-Conferencing in Online Language Teacher Education ................. 501 Amber Warren, Indiana University, United States

An Examination of Teacher Candidates’ Learning and Innovation Skills Developed in a Flipped Classroom ............................................................................................................ 507 Mia Kim Williams, Watsatree Diteeyont, Catherine Otieno, Lindsey Schulz & Xin Wang, University of Northern Colorado, United States

A Balanced Approach to Assessments for Online Courses ......................................... 512 Yuankun Yao, University of Central Missouri, United States

Understanding Community and Cultural Contexts: Teacher Education Candidate Development through Digital Storytelling ...................................................................... 515 Jon Clausen & Eva Zygmunt, Ball State University, United States; Patricia Clark, Ball State Universiy, United States; Wilfridah Mucherah & Susan Tancock, Ball State University, United States

EDUCATIONAL USES OF DIGITAL STORYTELLING IN K-12: RESEARCH RESULTS OF A DIGITAL STORYTELLING CONTEST (DISTCO) 2013 ................................................. 520 Bulent Dogan, North American University, United States

Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys: a Case Study .................................................................................................................................. 530 Toby Emert, Agnes Scott College, United States

Assessment-talks and talking about assessment – negotiations of multimodal texts at the boundary ..................................................................................................................... 535 Anna-Lena Godhe & Berner Lindström, Department of Applied IT, University of Gothenburg, Gothenburg, Sweden, Sweden

What’s the BIG idea? (Best practices for digital storytelling) ...................................... 547 Eduardo Gonzalez, Saint Leo University, United States

VoiceThread in the Elementary Classroom: A practical look at student-perceived enjoyment and learning through the use of digital storytelling ................................... 550 Ryan Hernandez, Alisha Sheely & Michiko Kobayashi, Southern Utah University, United States

Examining the Effect of Using Voicethread and Educreations on Preservice Teachers’ Self Efficacy and Learning Outcome in Online Course ................................................. 554 Mohamed Ibrahim & Aileen Watts, Arkansas Tech University, United States

YOU ARE NOT IN KANSAS ANYMORE: EDUCATIONAL TECHNOLOGY IN FILMS .................................................................................................................................. 561 Rohit Mehta, Danah Henriksen & Punya Mishra, Michigan State University, United States

Beyond the Lecture: Video Integration Techniques for Active Learning in Online Courses .............................................................................................................................. 568 Liz Stover & Shelly Walters, University of Arkansas - Fayetteville, United States

Slide to Unlock Students’ Stories: Digital Storytelling with the iPad ........................... 571 Priscilla Taylor, Pennsylvania State University, United States; Jordan Schugar & Chris Penny, West Chester University, United States

Mayer's principles for the design of 21st century multimedia learning ....................... 573 Daphne Tseng, Department of Learnig Technologies, University of North Texas, United States

Giving assignment in the video format to pre-service teachers: lessons & implications ........................................................................................................................ 576 Yining Zhang, Michigan State University, United States

A Qualitative Life Course Study: Using technology to address the cultural and geographic isolation experienced by Appalachian youths ........................................... 577 Peggy Henderson Murphy, Indiana University of Pennsylvania, United States

Creating Radio Literacy Programmes for Jamaican Basic Education Youth .................................................................................................................................. 578 Clement Lambert, University of the West Indies, Jamaica

Designing a Course for Teachers: Introduction to Teaching Online ............................ 583 Michelle Moore, Anneliese Sheffield, Heather Robinson & Alana Phillips, University of North Texas, United States

An Assessment of the Current Information Technology (IT) Curriculum of the University of the Philippines School of Library and Information Studies (UP SLIS)”, ................................................................................................................................. 589 Sonia Pascua, UP School of Library and Information Studies, Philippines

Bridging theory and practice in global education through action research: Implementing the pedagogy of plenty in teacher education ........................................ 591 Melda Yildiz, Kean University, United States

Teaching problem solving through making games: Design and implementation of an innovative and technology-rich intervention ................................................................. 597 Mete Akcaoglu, West Virginia University, United States

Examining the Attitudes, Perceptions, and Concerns of Science Teachers towards Educational Computer Games ......................................................................................... 605 Yun-Jo An & Linda Haynes, University of West Georgia, United States; Adriana D'Alba, UWG, United States

Exploring 7th Graders' Game Design Experiences ....................................................... 608 Yun-Jo An, University of West Georgia, United States

Digitally Mediated Learning and Teacher Education in Less Resourced Regions .............................................................................................................................. 611 Kwame Ansong-Gyimah, Virginia Tech, United States; Samuel Adu Gyamfi, University of Education, Winneba, Ghana

A Multi-Player Online Simulated Driving Game to Improve Hazard Perception .......................................................................................................................... 618 Abdurrahman Arslanyilmaz, Brandi Stillman & Joseph Costello, Youngstown State University, United States

Maximizing Active Learning in the Online Learning Environment Using Structured Skills Challenges ............................................................................................................... 620 Fran Cornelius, Dexel University, United States; Diane DePew & Carol Patton, Drexel University, United States

The Effectiveness of Digital Game-Based Learning ...................................................... 625 Xi Chen, Tianlan Wei, Tammy-Lynne Moore, Dmitry Panyukov & Feiya Xiao, Texas Tech University, United States

A Lesson Model for Integrating Games in History Lessons ......................................... 631 NICHOLAS GALLIMORE, NORTHWESTERN STATE UNIVERSITY, United States; SANGHOON PARK, UNIVERSITY OF SOUTH FLORIDA, United States

Measurement of Self-Efficacy in Game-based E-learning through Interaction with NonPlayer Characters .............................................................................................................. 640 Ioana Ghergulescu, Arghir-Nicolae Moldovan & Cristina Muntean, National College of Ireland, Ireland

Elliptical Learning in Digital Game-Based Learning: The Issue of Elliptical Closure ............................................................................................................................... 645 Sébastien Hock-koon, University of Paris-Nord UFR-LSHS, France

Virtual Immersion: Being There In The Midst of Media [Case Studies in Sound and Machinima; Southern Illinois University in Second Life] .............................................. 652 Phylis Johnson, Southern Illinois University, United States

Learning Communities Via the Use of Facebook Closed Groups ................................ 653 Eddy Alain Cuisinier, Western Kentucky University, United States

Learning Geosciences in Virtual Worlds: Engaging Students in Real-World Experiences ....................................................................................................................... 658 Reneta Lansiquot, Janet Liou-Mark & Reginald Blake, New York City College of Technology, United States

Collaboration, Social Justice and School Libraries ...................................................... 665 Punit Dadlani, Rutgers University, PhD Student in School of Communication and Information, United States; Ross Todd, Rutgers University, United States

Teacher Designed Games: Leading Innovation in Classrooms ................................... 665 Yang Liu, University of Calgary, Canada

Demystifying Practicum for Preservice Teachers; A 21st Century AppRoach ........................................................................................................................... 666 Christopher Dann, University of the Sunshine Coast, Australia

IT Pathways: Increasing Girls’ Interest in IT Careers through Game-based Learning ............................................................................................................................. 670 Barbara Lockee, Peggy Meszaros & Monica Kimbrell, Virginia Tech, United States

The use of Avatars in Education: An Examination of “Second Life” in a Simulated Clinical Environment ........................................................................................................ 676 Kenny Ott, Valdosta State University, United States; Dee Ott, The use of Avatars in Education: An Examination of “Second Life” in a Simulated Clinical Environment, United States

Massive Multiplayer online Role-playing Games for Language Learning .................... 677 Sandra Rogers, University of South Alabama, United States

Using the Pedagogy of Technology for Student Success through Media Centers, Flipping, Multiple Intelligences theory and other such “Rott” in Teacher Education. .......................................................................................................................... 683 Willie Davis, Lansing Community College, United States

Game Network Analysis: Developing and assessing teachers’ knowledge of gamebased learning ................................................................................................................... 685 MAMTA SHAH & Aroutis Foster, Drexel University, United States

Co-playing Video Games and Parent-Child Relationships ............................................ 693 Anneliese Sheffield, University of North Texas, United States

Middle School Students and Fractions in WhyPower: Gaming, Repetition and Learning Outcomes ........................................................................................................................... 699 Cliff Zintgraff, University of North Texas, United States

Turning the tables on teacher recruitment in the 21st Century: Partnering career services and teacher education for successful student employment ......................... 702 Denise De Vito, Rebecca Turner & Janet Bovonese, Jacksonville State University, United States

Towards Flexible Learning for Adult Students: HyFlex Design .................................... 706 Mariam Abdelmalak, NMSU,College of Education,Curriculum & Instruction Department., United States

Enhancing Objectives Writing Practices of Higher Education Faculty ........................ 713 Joachim Agamba, Idaho State University, United States; Jared Keengwe, University of North Dakota, United States

ELCC Standards and Leadership: Using student feedback for program improvement and course delivery .......................................................................................................... 718 Matthew Boggan & Penny Wallin, Mississippi State University, United States

Designing and developing an online teaching endorsement: Perspectives from teacher preparation institutions, departments of education, and online providers ................. 720 Kristen DeBruler & Kathryn Kennedy, Michigan Virtual University, United States; Leanna Archambault, Arizona State University, United States; Stein Brunvand, University of Michigan Dearborn, United States; Leigh Wolf, Michigan State University, United States; Leah Breen, Michigan Department of Education, United States; Susan Lowes, Teachers College Columbia University, United States

Faculty, Community, Information Sharing, and Professional Support in the Age of Facebook ............................................................................................................................ 722 Catherine Brooks, University of Arizona, United States

Course Long Role Play in an Online Graduate Course ................................................. 727 Matt Dodd, Abilene Christian University, United States

Analyses of Comparative Gaze with Eye-Tracking Technique during Classroom Observations ...................................................................................................................... 733 Hironori Egi, Kobe University, Japan; Shigeto Ozawa & Yuki Mori, Waseda University, Japan

Using Student Response Systems to Collect Formative Data for Learning: An Evaluation of Professional Learning ............................................................................... 739 Julia Fuller, Kennesaw State University, United States

Creating Virtual Professional Learning Communities ................................................... 747 Lloyd Goldsmith, Donnie Snider & Kim Pamplin, Abilene Christian University, United States

Asking Faculty What They Want: A Step Towards Improving Technology Use in the University Classroom ....................................................................................................... 751 Cindy Gunn, American University of Sharjah, United Arab Emirates

Search Engines and Science Integration (SESI): Surf on the Web .............................. 761 Cristina Diordieva & Ibrahim Yeter, Texas Tech University, United States

What Do Teachers Learn About Online Learning from Their Online Professional Development Experiences? ............................................................................................. 761 Dawn Hathaway & Priscilla Norton, George Mason University, United States

Faculty Development for Technology Integration: Opportunities and Challenges on a Global Scale ....................................................................................................................... 770 Mark Hofer, College of William & Mary, United States; John Lee, North Carolina State University, United States; David Slykhuis, James Madison University, United States; James Ptaszynski, Microsoft Education, United States

Essential Elements of Professor-Student Career Mentoring in Online Graduate Education ........................................................................................................................... 775 Brian Keintz, Steven Roth & Jackie Booth, Keiser University School of Education, United States

A Blueprint for Integrating Digital Multimedia with Online Learning Activities and Competency-based Outcomes in Higher Education for Healthcare ............................. 781 Kimberly Krumwiede, University of North Texas, United States

The Faculty Toolbox: A tool for promoting faculty use of Instructional Technologies ..................................................................................................................... 785 David Lewis, National Science Foundation, United States; Judith Slapak-Barski, Nova Southeastern University, United States

Walk the Talk: Developing TPACK in Teachers through a Graduate Course on Integrating Technology, Pedagogy, and Content .......................................................... 788 Julie Mueller, Wilfrid Laurier University, Canada

Technology Boot Camp: Providing Professional Development for Faculty and Supporting Active Learning Environments for Students .............................................. 789 Mary Heather Munger, Brian Campbell & Savilla Banister, Bowling Green State University, United States

Concerns Towards Teaching Online Among K-12 Teachers ........................................ 794 Glenda Rakes & Thomas Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Arkansas, United States

The Influence of Perfectionism on Procrastination in Online Graduate Education Students ............................................................................................................................. 799 Glenda Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Arkansas, United States

Online Professional Development for Faculty of Education: Technology Integration in Teacher Education ............................................................................................................ 804 Karen Reiss Medwed, Northeastern University, United States; Mya Mangawang, Graduate Programs in Education, CPS, Northeastern, United States; Jane Lohmann, Doctor of Education, CPS, Northeastern University, United States

Best Practices to Successfully Redesign Introduction to Educational Technology from a Face-to-Face Course to a Total Online Environment with the Addition of Teaching Assistants .......................................................................................................................... 808 Cindy Ross & Savilla Banister, Bowling Green State University, United States

A Survey Sample of the ID Processes Utilized in Online Course Offerings in Higher Education ........................................................................................................................... 810 Jane Strickland, Idaho State University, United States; Albert Strickland, Idaho State University (retired), United States

How can Professional Development for Educators in the 21st Century be More Productive, Engaging, Student (teacher) Centered, Continuous and Coached Not Lectured? ........................................................................................................................... 817 Susan Tietje, Dowling College, United States

Lessons from Online Faculty: Addressing Issues of Platform, Pedagogy, and Professional Development ............................................................................................... 820 Christina Tschida, East Carolina University, United States

Preservice Teachers’ Integration of Technology into Mathematics Education ........................................................................................................................... 828 Ahmet Akcay & Melissa Boston, Duquesne University, United States

Common Barriers to E-learning Implementation in Saudi Higher Education Sector: A Review of Literature .......................................................................................................... 830 Ahmed Al Mulhem, Plymouth University, UK, United Kingdom

Lives In Context: Cross-course, project-based learning collaboration. ...................... 831 Susan Elwood, TEXAS A&M UNIVERSITY, United States

Podcasting use in a Junior High Social Studies Class: A Research Study of Impact of Podcasting on Student Performance .............................................................................. 841 Jonathan Amicone & Lan Li, Bowling Green State University, United States

DEMAND FOR E-LEARNING AUDIO RESOURCES AMONG STUDENTS IN ENUGU STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY, NIGERIA. .............................. 845 Oliver Okafor Anowor, Enugu State University of Science and Technology, Enugu, Nigeria., Nigeria; . Leonard Chinaedu Anigbo, Enugu State University of Science and Technology, Enugu, Nigeria

Supporting Diffusion: Engaging the Innovation-Decision Process for Synchromodal Class Sessions .................................................................................................................. 851 William Cain, John Bell & Sandra Sawaya, Michigan State University, United States

Using Technology to Facilitate the Integration of the Theory and the Practice of PreService Teacher Education .............................................................................................. 852 Leanne Cameron, Australian Catholic University, Australia; Kim Rowston, Macquarie University, Australia

Using an Evaluation Instrument to Assess Wiki-Based Collaborative Writing in Teacher Education ........................................................................................................................... 860 Said Hadjerrouit, University of Agder, Norway

Wiki-Based Collaborative Writing in Educational Settings: Positive and Negative Effects, Recommendations, and Near-Future Trends ................................................... 868 Said Hadjerrouit, University of Agder, Norway

Survey of Geospatial Information Technologies in Teacher Education ....................... 873 Thomas Hammond, Lehigh University, United States; Elizabeth Langran, Marymount University, United States; Thomas Baker, Esri, United States

On-Line Co-Teaching Modules: Lessons in Preparing Mentor Teachers and Teacher Candidates ......................................................................................................................... 882 Valerie Kay Howell & Ryen Borden, Arizona State University, Mary Lou Fulton Teachers College, Sanford Inspire Program, United States

Creating On-line Course Shells for Teacher Education Courses: Strategies and Methods for Success ........................................................................................................ 889 Paula Humphrey, Jill Giacomini, Carole Hruskocy & Ellie Baldwin, Regis University, United States

A MODEL FOR THE RELATIONSHIP OF ELEMENTARY TEACHERS’ TECHNOLOGICAL SELF-EFFICACY AND STUDENTS’ ACADEMIC PERFORMANCE ................................ 895 FIRDEVS ICLAL KARATAS, BOGAZICI UNIVERSITY, Turkey

Trends and Barriers on the Fusion of Mobile Apps in Higher Education Where to Next and How? ........................................................................................................................... 903 Ferial Khaddage, Deakin University, Faculty of Science Engineering and Built Ev.School of Information Technology, Australia; Jesús Hernández Cosío, Autonomous University of Baja California Sur, Mexico

Measuring TPACK... Yes! But how? A working session ............................................... 907 Petra Fisser, National Institute for Curriculum Development, Netherlands; Lara Ervin, San Jose State University, United States; Joke Voogt, University of Amsterdam, Netherlands; Matt Koehler, Michigan State University, United States

Counterintuitive Science Instruction Supported with Wireless Web ........................... 910 David Kumar, Florida Atlantic University, United States

Facebook and Mattering: How Can Instructors Make the Most of Undergraduates’ Facebook Use? .................................................................................................................. 914 Sarah Lohnes Watulak, Zhuo Wang & Scot McNary, Towson University, United States

Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study ................................................................................................................. 920 Taotao Long, Joanne Logan & Michael Waugh, The University of Tennessee, Knoxville, United States

Making Sense of the National Educational Technology Standards (NETS) ................. 928 Barbra Mosley, School of Education/NCATSU, United States

Promoting STEM Careers before College: Undergraduates as Teachers for Middle and High School Students ....................................................................................................... 930 Dianna Newman, Meghan Deyoe, Jessica Lamendola & Gary Clure, University at Albany, SUNY, United States

New technology–old barrier: Relationship of teachers' perceptions of mobile phone use and age ....................................................................................................................... 936 Blanche O'Bannon, The Univ. of Tennessee, United States; Kevin Thomas, Bellarmine University, United States

Traditional teaching with digital technology .................................................................. 947 Catarina Player-Koro, University of BoråsSchool of Education and Behavioural Sciences, Sweden; Martin Tallvid, University of Gothenburg, Sweden; Berner Lindström, Unviversity of Gothenburg, Sweden

Learning 3.0 ....................................................................................................................... 952 Erik Ploeger & Hans Selles, Windesheim University of Applied Sciences, Netherlands

Feedback and its Importance to Interactive Digital Multimedia Tools in the High School Classroom .......................................................................................................................... 953 Kashieka Popkin, Learning Technologies Department,University of North Texas, United States

Recommendations for K-12 Administrators for Technology Integration ..................... 957 Kathryn Pritchard, University of Florida, United States

Reporting Data with “Over-the-Counter” Data Analysis Supports Improves Educators’ Data Analyses .................................................................................................................... 962 Jenny Rankin, Northcentral University, United States

The digital kids technology camp: A course for teaching pre-service teachers effective technology integration ...................................................................................................... 974 Albert Ritzhaupt & Youngju Kang, University of Florida, United States

The Digital Usage Gap: A Study On The Technology Proficiency Of Community College Students ............................................................................................................................. 980 Heather Robinson & Christina Gilliam, University of North Texas, United States

The Electronic Village Online, An Open-source, International Collaboration for Professional Development ............................................................................................... 986 Sandra Rogers, University of South Alabama, United States

The use of online platforms as instructional tools for graduate students. .................. 988 Stephen Rubin & Susan Eichenholtz, Adelphi University, United States

Mobile Classrooms or One-to-One? Does Implementation Choice Really Make a Difference? ......................................................................................................................... 992 Suzanne Sackstein & Linda Spark, University of the Witwatersrand, South Africa

The Behaviors of Integrated Social Media Adoption in Higher Education ................... 999 THAPANEE SEECHALIAO, Faculty of Education, Mahasarakham University., Thailand

“Appy Hour” – Exploring New Apps and Techniques using iPads in Pk-12 and Teacher Education ......................................................................................................................... 1006 Kari Lee Siko & Robin Franklin, Charleston Southern University, United States

Teaching and Learning with Technology: A Conceptual Analysis ............................. 1007 Linda Spark & suzanne sackstein, University of the Witwatersrand, South Africa

Inspiring Instructors to Incorporate IPads Into Instruction ........................................ 1013 Robin Tizzard, Portage College, Canada

EDUsummIT 2013 Call to Action: Outcomes from the 2013 International Summit on ICT in Education ..................................................................................................................... 1016 Joke Voogt, University of Amsterdam, Netherlands; Gerald Knezek, University of North Texas, United States; Michael Searson, Society for Information Technology & Teacher Education, United States

Research-informed Strategies to address Educational Challenges in a Digitally Networked World: The EDUsummIT 2013 Action Agenda .......................................... 1022 Joke Voogt, University of Amsterdam, Netherlands; Gerald Knezek, University of North Texas, United States; Mike Searson, Kean University, United States; Kwok-Wing Lai, University of Otago, New Zealand; David Gibson, Curtin University, Australia; Ferial Khaddage, Deakin University, Australia

Edcamp: Listening to the Voices of Teachers ............................................................. 1024 Donna Wake & Michael Mills, University of Central Arkansas, United States

College Students’ Facebook Use and Its Effects on Their Academic Writing .............................................................................................................................. 1031 Huachuan Wen, Indiana University of Pennsylvania, United States

ICT Integration in the Classroom: In What Ways? ...................................................... 1033 Ah Boey Wong, Ab Rahim Bakar, Shamsiah Mohamed & Ramlah Hamzah, UPM, Malaysia

Connecting Contemporary Learning Theories to the Development and Design of Educational Digital Games: Pedagogical Considerations for the Adoption of Digital Game-Based Learning .................................................................................................... 1041 Min Lun Wu & Kari Richards, Michigan State University, United States

Characteristics of Effective Professional Development for the Implementation of Interactive White Boards in Lebanon ........................................................................... 1054 Rana Zein, Higher Colleges of Technology, United Arab Emirates; Mona Majdalani, Lebanese American University, Lebanon

Teaching Research with LMS: A Case Study ............................................................... 1063 Lamya AlAbdulkarim, King Saud University, Saudi Arabia

Global Service-Learning in Belize: A Technology Enhanced Research Project .............................................................................................................................. 1070 Sally Beisser & Shelley Fairbairn, Drake University, United States

Peering into the crystal ball of ICT Standards: a Futures Thinking perspective on Revising Namibia’s ICTs in Education Standards (ICTED) ......................................... 1075 Perien Boer, University of Namibia, Namibia; Hilary Wilder, William Paterson University, United States

A Mobile Game Approach for Learning Chinese as a Second Language .................. 1084 Cheng-Ping Chen, Chang-hwa Wang & Jing-Jia Chen, Department of Graphic Arts and Communications, National Taiwan Normal University, Taiwan

EFL learning scenarios: Effectiveness of using 3D virtual reality ............................. 1090 Yu-Li Chen, Ji-Liang Doong & Chun-Chia Hsu, Lunghwa University of Science and Technology, Taiwan

Accent versus Mispronunciation: modifying speech recognition software to recognize speech and not a perfect accent in the ESL context .................................................. 1096 Todd Cooper, Akira Tsukada, Ryuichi Matoba & Yoshinori Naruse, Toyama National College of Technology, Japan

Defining and identifying transformational classroom leadership: The challenge of implementing western pedagogy in China ................................................................... 1100 Ann Cunningham, Wake Forest University, United States

Design concept of virtual reality learning for EFL students in Taiwan ...................... 1106 Ji-Liang Doong, Yu-Li Chen & Chun-Chia Hsu, Lunghwa University of Science and Technology, Taiwan

Inside out or Outside In: Flip Chinese Conversation Classrooms to Improve Students' Learning, Interaction and Cooperation ......................................................................... 1110 Yi Jin, Iowa State University, United States

The Impacts of a Digital Storytelling Assignment on Non-English-Major-Students' Motivation for Learning English in a Japanese University ......................................... 1111 Naoko KASAMI, J. F. Oberlin University, Japan

Analysis of Descriptions in Autobiography of Intercultural Encounters Using KH Coder : The Development of Framework of Teaching Intercultural Competence in EFL Classes in Japan ............................................................................................................. 1119 Yukie Koyama, Nagoya Institue of Technology, Japan; Kahoko Matsumoto, Tokai University, Japan

Learning and Knowledge Analytics in Open Education: Introducing an International Research Symposium in Shanghai, 2015 ..................................................................... 1125 Feng-Qi Lai, Indiana State University, United States; Xiaoqing Gu, East China Normal University, China

Leveraging Affordances of the Mashup Tool Pinterest for Writing and Reflecting on Culture .............................................................................................................................. 1128 Kevin Oliver, North Carolina State University, United States; Michael Cook, Clemson University, United States; Ruie Pritchard & Sara Lee, North Carolina State University, United States

Supporting Schools to Realize the Vision of Instructional Improvement Systems (IIS) .................................................................................................................................... 1133 Christine Harris & Evan Lefsky, Public Consulting Group, United States

Teaching and Learning in the Global Classroom: Strategies for Designing Thinking Curriculum and Online Collaborative Learning Projects ............................................ 1135 Deniz Palak, North Carolina Central University, United States; Melda Yildiz, Kean University, United States

A Blending Approach in Technology Integrated ESL Writing Instruction ................. 1139 Ying Wang, Chongqing University of Science and Technology, China; Chia-Jung Chung & Esther Hattingh, California State University, Sacramento, United States

MOOCs to SIMMs: M-learning around the world ......................................................... 1145 Melda Yildiz, Kean University, United States; Ferial Khaddage, Deakin University Australia, Australia; Miri Shonfeld, Kibbutzim College of Education, Technology and the Arts, Israel; Christoph Lattemann, Jacobs University Bremen, Germany; Heida Reed, University of North Texas, United States; Sagini Keengwe, University of North Dakota, United States; Gregory Shepherd, Kean University, United States

The use of technology and its impact on second language learning among Chinese undergraduate students ................................................................................................. 1152 Yining Zhang, Michigan State University, United States

MICRO FUNDING AN EMERGING MODEL OF SCHOLARSHIP: A CASE STUDY .............................................................................................................................. 1153 Anjum Najmi & Spencer Keralis, University of North Texas, United States

From Creation to Curation: Evolution of an Authentic 'Assessment for Learning' Task .................................................................................................................................. 1160 Peter Albion, University of Southern Queensland, Australia

An Approach to Designing Effective PK-12 Online Professional Development Modules ............................................................................................................................ 1164 James Hatten & Laurene Christensen, National Center on Educational Outcomes, United States

Facebook vs. Blogs in Education: A study for creating an opinion scale ................. 1169 Yuksel Deniz Arikan, Ege University, Turkey; Firat Sarsar & Steve Harmon, Georgia State University, United States

Is Self-Regulated Learning Instruction Predictive of Self-Regulated Learning Skills, Math Achievement and Learning Motivation in a Web-Based Learning Environment? .................................................................................................................. 1172 Dr. Angela Barrus, Arizona State University, United States

Learning to Facilitate Inquiry-Based Science Instruction via Mixed-Reality Teaching Practices in a Methods Course ..................................................................................... 1181 Nazan Bautista, Miami University, United States

Considerations for Using the Same Online Course Shell in Three Different Countries .......................................................................................................................... 1193 Leaunda Hemphill, Western Illinois University, United States

The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice .......................................................................... 1197 Eva Mary Bures, Bishop's University, Canada; Philip C. Abrami & Larysa Lysenko, Concordia University, Canada

Social Studies Teachers’ Interactions with a Second Generation of Web-Based Educative Curriculum ..................................................................................................... 1206 Cory Callahan, University of North Carolina Wilmington, United States; John Saye, Auburn University, United States; Thomas Brush, Indiana University, United States

A Case Study of Digital Dissertation Self-Publishing ................................................. 1212 Terence Cavanaugh & Elinor Scheirer, University of North Florida, United States

Making Individualized Literacy Instruction Available to All Teachers: Adapting the Assessment to Instruction (A2i) Software for Multiple Real-World Contexts ........................................................................................................................... 1220 Dr. Carol Connor, Dr. Angela Barrus & Julie Fellows, Arizona State University, United States

Wheel of Discussion ....................................................................................................... 1227 Christopher Devers & Erin Devers, Indiana Wesleyan University, United States

Examining the influence of a flipped classroom approach in mathematics ..................................................................................................................... 1230 Anthony Dove & Emily Dove, Radford University, United States

Out of the WILD and into the Schools: iPads from a Domestication Perspective ...................................................................................................................... 1237 Bård Ketil Engen, Tonje Hilde Giæver & Louise Mifsud, Oslo and Akershus University College, Norway

Using ICT for personalized and adaptive learning, the case of Linked Data ................................................................................................................................... 1243 Petra Fisser & Allard Strijker, National Institute for Curriculum Development, Netherlands

ROMOTE: Remote Online Mentoring of Teacher Educators ....................................... 1248 Tina Heafner, UNC Charlotte, United States; Teresa Petty, University of North Carolina at Charlotte, United States

The Diamond Age Criteria .............................................................................................. 1252 Jonathon Henderson, University of Oregon, United States

Preservice Teachers' Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012 ................................................................................................... 1256 Joan Hughes, Yujung Ko, Mihyun Lim & Sa Liu, Learning Technologies Program, College of Education, University of Texas at Austin, United States

Building the Educational Media Exchange (EMX) – A Pilot Study of the Use of a Contextualized Content Assets Hub in Support of Teacher Preparation and In-Service Instruction ........................................................................................................................ 1262 Richard Ingram & David Slykhuis, James Madison University, United States

A Student Generated Wiki Based Online Textbook: a Flipped Approach .................. 1267 Michael Jonas, University of New Hampshire, United States

Benefits of Text Synchronized with Video and Slides to Reinforce Learning ........................................................................................................................... 1273 Robert Kaiser, University of North Texas, United States

Building Bridges Without Breaking Budgets: Developing Successful, Interactive, and Economical Virtual School, District, Regional, State and National Professional Development and Continuing Education Opportunities for PK-12 Educators ......................................................................................................................... 1278 Teresa Kelly & Peggy Hohensee, Kaplan University, United States

Intercultural Communicative Competence in SCMC and ACMC: A Systematic Literature Review .............................................................................................................................. 1283 Anastasia Khawaja, Yiping Lou & Qi Yang, University of South Florida, United States

Teaching Social Justice Concepts Through Popular Culture and Social Media ................................................................................................................................ 1290 Karla Kingsley, University of New Mexico, United States

Guiding staff at Higher Education Institutions towards teaching online. A case of Pedagogy Before Online Technology ........................................................................... 1296 Antonia Makina, University of South Africa(UNISA), South Africa

An Investigation into the Effect of Experiences of Social Network Sites on Students’ Online Privacy Concerns ............................................................................................... 1299 Yukiko Maruyama, Tokai University, Japan

Using Multiple Representations to Build Conceptual Understanding in Science and Mathematics ..................................................................................................................... 1304 Yash Patel & Sara Dexter, University of Virginia, United States

Engineers Needed: Help Tamika Save the Farm ......................................................... 1310 Brenda U. Quintanilla & Alicia Stansell, University of North Texas, United States; Tandra Tyler-Wood, The University of North Texas, United States; Ellen Zimmerman, University of North Texas, United States

Design of an audiovisual device for preservice teachers' training ............................ 1313 Lionel Roche & Nathalie Gal-Petitfaux, laboratoire ACTé, Université Blaise Pascal, Clermont-Ferrand II, France, France

Development of a Classroom Instruction Video Analysis Application: The Case of SIVOS ................................................................................................................................ 1317 Basiyr Rodney, Webster University, United States; David Kumar, Florida Atlantic University, United States

Using Cloud-based Technologies to Support TPACK among Pre-service Teachers ........................................................................................................................... 1328 Basiyr Rodney, Webster University, United States

What We’ve Got Here is Failure to Communicate: Social Media Best Practices for Graduate School Programs ........................................................................................... 1340 Joshua Rosenberg, Colin Terry, John Bell, Virginia Hiltz, Tracy Russo & The EPET Social Media Council, Michigan State University, United States

Student-Mediated Video Lecture Capture: The SUNYIT Experience With ClassX ............................................................................................................................... 1346 Ronald Sarner & Rosemary Mullick, SUNY Institute of Technology, United States

Using Facebook in Teacher Education: Lessons & Tips from the Field .................... 1351 Christopher Shaltry, Min Lun Wu & Yining Zhang, Michigan State University, United States

Reinventing the Classroom with Google+ .................................................................... 1352 Priscilla Taylor, Pennsylvania State University, United States; Jordan Schugar & Chris Penny, West Chester University, United States

BYOD—As Long As Your Device Is Not A Cell Phone! Perspectives from the Classroom on Cell Phones Integration ............................................................................................ 1354 Kevin Thomas, Bellarmine University, United States; Blanche O'Bannon, University of Tennessee, United States

Implementing Classroom Management Case Studies in Teacher Education with the Aid of Web Technology ......................................................................................................... 1365 Zafer Unal, USF St. Petersburg, United States; Aslihan Unal & Yasar Bodur, Georgia Southern University, United States

Teacher Candidates’ Reflective Thinking Assisted with Videos in an Online Collaborative Environment ............................................................................................. 1373 Ying (Wang) Shen, University of Northwestern - St. Paul, United States

Publishing in the Journal of Technology and Teacher Education (JTATE) ............................................................................................................................. 1376 Peter Albion, University of Southern Queensland, Australia; Rick Ferdig, Kent State University, United States; Natalie Johnson-Leslie, Arkansas State University, United States; Mary Kayler, University of Mary Washington, United States; Jana Willis, University of Houston Clear Lake, United States

Developing the Open Factors Instrument: An Implementation Questionnaire for Gauging Openness ......................................................................................................... 1378 Fredrick W. Baker III, University of South Alabama, United States

Fostering Technology Integration Skills and Positive STEM Dispositions in Hawaii Middle School Science and Technology Teachers ...................................................... 1386 Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning, United States; Gerald Knezek & Tandra Tyler-Wood, University of North Texas, United States

Equitable Evaluation of Teacher Preparation to Develop Culturally Sensitive Adaptive Expertise in Collaboration with 21st Century Networked Schools in New Zealand ............................................................................................................................. 1394 Niki Davis, University of Canterbury e-Learning Lab, New Zealand

Using lesson plans as a proxy for teacher technology integration practices in math and science using TPACK: A transferrable research design ............................................. 1398 Kara Dawson & Albert Ritzhaupt, University of Florida, United States

Effects of Online Math Applets on Students’ Mathematical Thinking ........................ 1405 Mustafa Demir, University of Detroit Mercy, United States

The Relationship of Personality Traits to Perceptions of Teaching Effectiveness for Teacher Preparation Candidates in a Simulated Classroom Environment ................ 1411 Susan Hopper, Gerald Knezek, Rhonda Christensen & Tandra Tyler-Wood, University of North Texas, United States; David Gibson, Curtin University, Australia

A Sports Injury Case Study Model - Capitalizing on Virtual Reality Technology ...................................................................................................................... 1417 Colin King, Acadia University, Canada

Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics ................................................................................................... 1422 Cheng-Yao Lin, Southern Illinois University, United States; Yu-Chun Kuo, Jackson State University, United States; Yi-Yin Ko, Indiana State University, United States

A Model of STEM Learning and Career Orientation Based on Social Cognitive Theory ............................................................................................................................... 1432 Gwen Nugent, Bradley Barker & Greg Welch, University of Nebraska-Lincoln, United States

Research-based Review on Educational Technology Related Theories and Problemsolving Oriented Application of Blackboard in TESOL Online Instruction ................ 1441 John Ronghua Ouyang, University of North Florida, United States

Moving from Intentions to Practice: An investigation of Pre-Service Teachers' Web 2.0 Technology Integration ................................................................................................... 1450 Ayesha Sadaf, Ball State University, United States

Using Collaborative Documentation to Assess the Learning Process During Projectbased Learning ................................................................................................................ 1456 Zhi Sun, Spence Zaorski, Masako Nakamura, Taiichiro Okubayashi & Takanori Maesako, Osaka University, Japan

MOOCs: The New EDU Imperative ................................................................................ 1462 Robert Kenny, Florida Gulf Coast University, United States; Glenda Gunter, University of Central Florida, United States

Content analysis of articles published in open access and traditional access educational technology journals ................................................................................... 1462 Daniel Surry, Fred Baker, Ron Morgan, EJ LeBlanc & Burt Beck, University of South Alabama, United States

Effects of experience of stressful life events and stress on aggressive behavior toward student peers on the Internet and in school in Japan ................................................ 1478 Kanae Suzuki, University of Tsukuba, Japan; Ayuchi Yamaoka, Ochanomizu University, Japan; Rui Katsura, Kawamura Gakuen Woman's University, Japan; Akira Sakamoto, Ochanomizu University, Japan; Megumi Kashibuchi, University of Tsukuba, Japan

Multifaceted Technology-Based Algebra Instruction Versus Traditional Methods: An Achievement Comparison .............................................................................................. 1479 Jamie Wood & Devin Schulze, Pittsburg State University, United States

Beliefs and Attitudes towards Technology in a Jewish Day-School Setting .............................................................................................................................. 1482 Missy Ball, Georgia State University, United States; Laurie Dias, Kennesaw State University, United States

Tools, Tasks, and Strategies: Multimedia Education in a Mobile World .................... 1490 Brian Giza, University of Texas at El Paso, United States

Social Networking: Developing Guidelines for Bringing Social Media into the School Environment ..................................................................................................................... 1496 Helen McBride & Joan Henley, Arkansas State University, United States

Leading Through Changing Times: Breaking Down Barriers to Get Results - A Rural School District's Successful iPad Project .................................................................... 1500 Cindy Orr, Northwest Nazarene University, United States

Measuring Technologies Value to Learning ................................................................. 1506 David Whittier, Boston University School of Education, United States

Preparing for and Thriving in K-12 Online/Blended Teaching Contexts .................... 1512 Leanna Archambault, Arizona State University, United States; Keryn Pratt, University of Otago, New Zealand; Michael Barbour, Sacred Heart University, United States

Any Time, Any Place, Any Pace? Exploring Virtual Students Perceptions of Mobile Learning ........................................................................................................................... 1515 Michael Barbour, Sacred Heart University, United States; Tamme Quinn Grzebyk, Wayne State University, United States; John Eye, Southern Utah University, United States

Multiple Roles of the Teacher in the K-12 Online Learning Environment: Cautions for Teacher Education .......................................................................................................... 1521 Michael Barbour, Sacred Heart University, United States

“Shepherding” at an Online Charter High School ....................................................... 1527 Jered Borup, George Mason University, United States; Jeff Drysdale & Charles Graham, Brigham Young university, United States

Factors Influencing Teacher Satisfaction at an Online Charter School ..................... 1534 Jered Borup & Mark Stevens, George Mason University, United States

Online Foreign Language Teaching – Principles and Implications for Instructional Design ............................................................................................................................... 1542 Tsan-Jui Cheng & Ellen Meier, Teachers College, Columbia University, United States

Panel on Research in the K-12 Online Learning Environments ................................. 1545 Kathryn Kennedy, Michigan Virtual Learning Research Institute, United States; Susan Lowes, Teachers College, Columbia University, United States; Kristen DeBruler & Joseph Freidhoff, Michigan Virtual Learning Research Institute, United States; Peiyi Lin, Teachers College, Columbia University, United States

Supporting virtual schooling: A framework for reflection .......................................... 1547 Keryn Pratt, University of Otago, New Zealand

Improving Online Student Success through Comics .................................................. 1550 Kari Richards & Min Lun Wu, Michigan State University, United States

Applying the ESPRI to K-12 Blended Learning ............................................................ 1551 Jason Siko, Grand Valley State University, United States

Blended Learning from the Perspective of Parents and Students ............................. 1556 Jason Siko, Grand Valley State University, United States; Michael Barbour, Sacred Heart University, United States

Improving Pre-Service Teachers Training in Universities of Education .................... 1561 JeongWon Choi, Korea National University of Education, Korea (South); Eunkyoung Lee, Korea Institute for Curriculum and Evaluation, Korea (South); Youngjun Lee, Korea National University of Education, Korea (South)

Undoing the Factory Model: A practical Field Test in Blended Learning .................. 1565 Adam Holden, Fort Hays State University, United States

The Impact of E-learning in Small and Medium-sized Hospitality and Tourism Enterprises ....................................................................................................................... 1574 Taiyi Huang, UNIVERSITY OF NORTH TEXAS, United States

MOOCs for Professional Teacher Development .......................................................... 1580 William Jobe, Stockholm University, Sweden; Christian Östlund & Lars Svensson, University West, Sweden

Technology Mentoring: A Model for Professional Development ................................ 1587 Hewlett Leslie & Natalie Johnson-Leslie, Arkansas State University, United States

STEM Workforce Development Model and Outcomes Framework ............................. 1594 Joyce Malyn-Smith, EDC, United States

The Class within a Class -- An Authentic Learning Experience ................................. 1598 Kelli Murphy-Godfrey, Duquesne Univeristy and Carlisle Area School District, United States

Career and Technology Education Course Participation Decreases Dropout Rates ................................................................................................................................. 1602 Rhonda Ritter, University of North Texas, United States

Tips for Engaging Students in the Learning Environment ......................................... 1608 Cindy Schmitt, Florida Institute of Technology, United States

Can hand-held technology make a difference?: The effects of using iPads in an urban elementary school classroom ........................................................................................ 1612 Heejung An, Sandra Alon & David Fuentes, William Paterson University of New Jersey, United States

Bring Your Own Device: Using What You Have in a Preservice Teacher Preparation Class ................................................................................................................................. 1618 Dana Arrowood, The University of Texas at Arlington, United States

Training for a Marathon: Doctoral Student Socialization in an Online Environment ..................................................................................................................... 1622 Tara J Lehan, Heather Hussey & Eva Mika, Northcentral University, United States

An Exploratory Study of University Students’ Smartphone Use for Learning in the US and Saudi Arabia ............................................................................................................ 1622 Art Bangert, Montana State University, United States; Mohammed Almahfud, King Kahlid University, Saudi Arabia

iPads for teachers? The challenges of integrating technology in the classroom ......................................................................................................................... 1628 Michael Barbour, Sacred Heart University, United States; Tamme Quinn Grzebyk, Wayne State University, United States

iPads in Context: Interaction Design for Schools ....................................................... 1633 Bård Ketil Engen, Tonje Hilde Giæver & Louise Mifsud, Faculty of Education and International Studies, Oslo and Akerhus University College, Norway

Flipping with Fox: A guide to a successful Flipped Classroom. ................................ 1641 Amanda Fox, STEM Academy@Bartlett, United States

Mobile Gamification in Education Engage, Educate and Entertain via Gamified Mobile Apps ................................................................................................................................. 1654 Ferial Khaddage, Deakin University Faculty of Science Engineering and Built Environment, School of Information Techno, Australia; Christoph Lattemann, Jacob University, Economics Department, Germany; Ricardo Acosta-Díaz, Faculty of Telematics, University of Colima, Mexico

Breaking Down Barriers: The Impact of Access to iPads and Scaffolded Instruction in a Graduate Teacher Education Course ............................................................................ 1661 Wendy Loewenstein, University of Nebraska at Omaha, United States

Critical Thinking and Reflective Practice: Using Twitter to Heighten Student Engagement Within and Beyond the Classroom ......................................................... 1666 Crystal Machado & Ying Jiang, Indiana University of Pennsylvania, United States

Investigating distinctive pedagogies in mobile learning ............................................. 1673 Kearney Matthew, University of Technology, Sydney (UTS), Australia, Australia; Kevin Burden, The University of Hull, United Kingdom

Designing and Developing a Successful Hybrid Course ............................................ 1678 Qiuyun Lin, State University of New York--Plattsburgh, United States

Developing Educational Ideas for and Within Minecraft ............................................. 1681 Jonathan List, The University of Akron, United States; Brent Bryan, Jaime Slawson & Tina Misner, Northern Potter School District, United States

Teacher Efficacy in 1:1 Tablet Integration .................................................................... 1681 Lana Minshew, Kathryn Caprino, Janice Anderson, Julie Justice & Cheryl Bolick, University of North Carolina at Chapel Hill, United States

Learning Assessment for Different Categories of Educational Multimedia Clips in a Mobile Learning Environment ........................................................................................ 1687 Arghir-Nicolae Moldovan, Ioana Ghergulescu & Cristina Muntean, National College of Ireland, Ireland

Research Highlight in Technology and Teacher Education: Writing to Publish .............................................................................................................................. 1689 Leping Liu, University of Nevada, Reno, United States; Fengqi Lai, Indiana State University, United States; David Gibson, Curtin University, Australia; Cleborne Maddux, University of Nevada, Reno, United States

Mobile Technology Tools in Action: Preservice Teachers’ Perceptions of using iPads with Students in a Non-Profit After School Program .................................................. 1693 Krista Ruggles & Kara Dawson, University of Florida, United States

iDMineral – designing a mobile app for mineral identification ................................... 1697 Fu-Shing Sun & Yi-Hua Weng, Ball State University, United States

Re-thinking the LMS – Designing for Engaged Collaboration .................................... 1702 Lars Svensson & Stefan Nilsson, University West, Sweden

Are they instructional effective? Evaluate iTunes U courses through m-learning pedagogical framework .................................................................................................. 1708 Hung Wei Tseng, Yingqi Tang & Betty Morris, Jacksonville State University, United States

Maps, Math and Media: Integrating Mobile Technologies in Multicultural Multilingual Multimedia Projects ........................................................................................................ 1713 Melda Yildiz, Kean University, United States

Teenagers Mobile-phone Usage and Text Message .................................................... 1724 Shanyuan Zhu, University of North Texas Department of Learning Technology, United States

Empowering Effective Teachers and the Technology Gap ......................................... 1732 Rebecca Blankenship, School District of Hillsborough County, United States

Electronic Portfolios: Motivation, Self-Regulation, and Academic Achievement in Primary and Secondary Schools ................................................................................... 1734 Carrie Blaustein & Yiping Lou, University of South Florida, United States

Are all Digital Learning Systems Equal? A look at Odyssey (Compass Learning) and IXL on Third Grade Academic Achievement ................................................................ 1743 Ashley Copeland, Rickman Elementary, United States; Jason Beach, Tennessee Tech University, United States

A co-teaching pathway in teacher preparation: Authentic assessment in online learning/blended learning using digital video assessment ........................................ 1750 Denise De Vito & Janet Bavonese, Jacksonville State University, United States

Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios ............................................................................... 1755 Spencer P. Greenhalgh, Joshua M. Rosenberg, Andrea Zellner & Matthew J. Koehler, Michigan State University, United States

Fresh Impulses from Academic Instruction for Teacher’s Diagnostic Competence ..................................................................................................................... 1762 Thilo Harth, University of Applied Sciences Münster, Germany

Learning Assessments and Program Evaluation Connected to ISTE Standards for Coaches: Preparing Instructional Technology Coaches for K-12 Teachers ........................................................................................................................... 1764 Linda Haynes, Danilo Baylen, Yun-Jo An, George Bradford & Adriana d'Alba, University of West Georgia, United States

An Online Course in Critical Mental Health Promotion: Teaching and Learning at Multiple Spheres of Influence ........................................................................................ 1768 Sonya L. Jakubec, Mount Royal Univesity, Canada; Pattie Mascaro, Lynn Judd & Pam Nordstrom, Mount Royal University, Canada

Assessing Classroom Participation and Performance through Gamification Systems in Foreign Language Classrooms ..................................................................................... 1772 NAY LIN, CANTERBURY SCHOOL AND MIDDLEBURY COLLEGE LANGUAGE SCHOOLS, United States

A Program Director’s Guide to Evaluating STEM Education Programs: Lessons Learned from Local, State, and National Initiatives ..................................................... 1774 Joyce Malyn-Smith, EDC, Inc., United States

Our First Year Experiences Implementing ePortfolios Using the FolioFor.Me Website ............................................................................................................................. 1778 David Pownell, Washburn University, United States

Implementing Digital Badges in a Teacher Education Program ................................. 1779 Kristine Pytash & Richard Ferdig, Kent State University, United States

Blended Learning: Integrating Reading Strategies and Multimedia Tools to Increase Achievement .................................................................................................................... 1781 Regina Royer, Salisbury University, United States

Assistive Technology Enhances Academic Outcomes of all students ...................... 1796 Joseph Akpan, Jacksonville State University, United States; Larry Beard, Jacksonville, United States; James McGahey, Jacksonville State University, United States

Using the iPad as a Tool for a UDL Native American Culture Lesson ....................... 1802 Cindy Anderson, Roosevelt University, Chicago, United States; Kevin Anderson, Elmwood Park Community School District 401, United States

Access to Literacy: Reframing Assistive Technology within Teacher Education ......................................................................................................................... 1804 Lynn Aylward, Acadia University, Canada

App Evaluation: UDL Tool 1.0 ....................................................................................... 1809 Michelle Gonzalez, Marywood University Scranton, PA, United States

iPad Usage for Students with Disabilities: Perceptions of Special Education Graduate Students ........................................................................................................................... 1812 Shannon Grave, Marci Glessner, Kari Chiasson & Carol Johnson, University of North Dakota, United States

Utilizing 21st Technology to Improve Educational Opportunities for Special Needs Individuals: A Review of Literature ............................................................................... 1817 Rona Smeak, Indiana University of Pennsylvania-Communication Media and Instructional Technology, United States

Development of ARCS Motivation Model Based System for Instructional Improvement .................................................................................................................... 1822 Yusei Suzuki, Ryuichi Matsuba, Katsuaki Suzuki & Toshihiro Kita, Kumamoto University, Japan

Teacher Planning Problem Space of Expert Technology Integrating Teachers ........................................................................................................................... 1826 Erin Davis, Georgia State University, United States

Can Social Media Play a Role in Teacher Development? ........................................... 1827 Sueanne McKinney, Old Dominion University, United States; Lillian Brinkley & Alana Balthazar, Norfolk Public Schools, United States; Sarah Bishop, United Way, United States

School Environment and Creativity Development: A Review of Literature ............... 1832 SARI ALFUHAIGI, Al Jouf University, Saudi Arabia

21st Century Pedagogy: Utilizing Simulations for Innovative Teaching .................... 1838 Teresa Coffman, University of Mary Washington, United States; Mary Beth Klinger, College of Southern Maryland, United States

Designing Advanced Methods Courses for Embracing Creativity in K-12 Teaching ........................................................................................................................... 1842 Marietta Daulton, Walsh University, United States

Creative Learning awareness among early childhood student teachers ................... 1844 Janaina Minelli de Oliveira, Univesitat Rovira i Virgili, Spain; Eliana Gallardo Eche, Universitat Rovira i Virgili, Spain

High Possibility Classrooms: Technology Integration in Action. ............................... 1850 Jane Louise Hunter, University of Western Sydney, Australia

Learning Integrative Thinking ........................................................................................ 1857 Christoph Lattemann, Jacobs University Bremen gGmbH, Germany; Kathleen Fritz, CREATOMbuilder, Inc., United States

Technology and Interactive Media as a Means for Promoting Creativity and Arts-Based Learning in the Early Childhood Curriculum ............................................................... 1865 DeAnna Laverick, Indiana University of Pennsylvania, United States

Using iPad Apps to Engage Students in Critical Thinking and Problem Solving, Communication, Collaboration, Creativity and Innovation ......................................... 1871 Michelle Sims, Kutztown University, United States

Reaching Potential: Incorporating Science, Mathematics, and Technology in Early Childhood Settings ......................................................................................................... 1873 Jale Aldemir & hengameh kermani, University of North Carolina Wilmington, United States

A Study of the Effectiveness of Music Technology Integration on the Development of Language and Literacy Skills ........................................................................................ 1883 Scott Elliot & Cathy Mikulas, SEG Measurement, United States

(In)disciplined Creativity in Teacher Education ........................................................... 1887 Punya Mishra & Danah Henriksen, Michigan State University, United States; John C. Park, Baylor University, United States; John Lee, North Carolina State University, United States; Joe Garofalo, University of Virginia, United States; Carl Young, North Carolina State University, United States; Douglas Hartman, Michigan State University, United States; Sara Kajder, Shady Side Academy, United States; William Cain, Michigan State University, United States

Screen Time in Early Childhood Contexts: Considerations, Controversies and Conversation .................................................................................................................... 1891 Joanna Grymes, Diana Williams & Joan Henley, Arkansas State University, United States

Fail Again, Fail Better: Contextual factors that influence creativity in technology mediated learning contexts ........................................................................................... 1892 Punya Mishra & Danah Henriksen, Michigan State University, United States; Shaunna Smith, Texas State University, United States; Michael DeSchryver, Central Michigan University, United States; Chris Fahnoe, Colin Terry, William Cain & Jonathon Good, Michigan State University, United States

Supporting Teachers and Families in Choosing Developmentally Appropriate Literacy Learning Apps for Young Children ............................................................................... 1893 Joanna Grymes, Joan Henley & Diana Williams, Arkansas State University, United States

Pre-service teachers’ ICT adoption in preschool settings in Hong Kong .................. 1895 Xinyun Hu, The Hong Kong Institution of Education, Hong Kong

Evaluating digital tools for the teaching of basic literacy and numeracy skills ................................................................................................................................. 1904 Monica Johannesen & Eli Gjølstad, Oslo and Akershus University College - Faculty of Education and International Studies, Norway

Learning Together: A Technology Professional Learning Community ...................... 1912 Karen Johnson, Lisa Lucas & Chelsea Lucas, West Chester University, United States

A Flipped Classroom Professional Development Initiative of Mathematizing Reading Instruction for Primary and Elementary Grade Mathematics Teachers ..................... 1916 Jackie HeeYoung Kim, Anne Katz, Joshua Lambert & Tricia Brown, Armstrong Atlantic State University, United States

Creating a Home-School Connection in Early Childhood Through Technology: Parent Engagement and ABCmouse.com ................................................................................ 1920 Leslie Ponciano, Loyola Marymount University, United States

21st Century Language Learning using Web 2.0 Tools .............................................. 1921 Patrick Mose & Cecelia McFadden, Ohio University, United States

Strategies and Resources for Preparing Teachers for STEM Teaching and Learning ........................................................................................................................... 1927 Sarah McPherson, New York Institute of Technology, United States

Middle School STEAM Camp Perspectives and Attitudes Towards STEM ................ 1940 Jennifer Miller, University of North Texas/Dublin Independent School District, United States; Alana Phillips, University of North Texas, United States

A Programming Process Visualization System With Global Hooking ........................ 1945 Naoki Morita, Tokai University, Japan

Using Twitter to Teach a STEAM Lesson with Elementary Pre-Service Teachers ........................................................................................................................... 1954 Edward Shaw & Kelly Byrd, University of South Alabama, United States

Remotely Operated Vehicles: Underwater Technology in Classrooms ..................... 1957 Geoff Wright, Brigham Young University, College of Engineering, United States

The Echo relationship: How early-career English teachers’ personal use of social media can be seen in their classroom practice ........................................................... 1961 Jonathan Bartels, University of Alaska Anchorage, United States

Effective Technology Integration in the Secondary English Classroom: A Planning Guide for Teachers ......................................................................................................... 1969 Kathryn Caprino, University of North Carolina at Chapel Hill, United States

Using Forum-Based Writing to Learn in the English Classroom: An Investigation of Student Comprehension and Collaboration ................................................................. 1974 Michael Cook, Clemson University, United States; Kevin Oliver, Ruie Pritchard & Sara Lee, North Carolina State University, United States

Language Arts Online: Moving Writer's Workshop and Literature Circles to Digital Classrooms ...................................................................................................................... 1980 Susan Ferguson Martin, University of South Alabama, United States

The Shift from English Methods to Critical Digital Literacies ..................................... 1981 Janette Hughes, University of Ontario Institute of Technology, Canada

Information Technology Effects on Tunisian College Students; Tunisian English Majors as a Case Study .............................................................................................................. 1990 Ahmed Lachheb, Fort Hays State University, United States

Analysis of Research on the Effects of Texting and Tweeting on Literacy ............... 1996 Michael Mills, University of Central Arkansas, United States

Educational Technology for TESOL: Tools and Resources ....................................... 1998 John Ronghua Ouyang, University of North Florida, United States

Publishing, Posting and Collaborating with Web 2.0 Technologies in the Middle School Language Arts Classroom to Meet 21st C Competencies .......................................... 2001 Timothy Peters, Pueblo Rural School District 70 / Colorado State University Pueblo, United States; Karen Hopkins, Pueblo Rural School District 70, United States

Preservice teachers’ perceptions of technology during a Massive Open Online Course .............................................................................................................................. 2006 Kristine Pytash & Richard Ferdig, Kent State University, United States

Best Practices: Students Engaging in Global Micro-Blogging about Literacy Education ......................................................................................................................... 2008 Peggy Semingson, University of Texas at Arlington, United States; Simone Smala & Shelley MacDonald, The University of Queensland, Australia

Revision and the Pedagogical Implications of Teachers as Digital Writers .............................................................................................................................. 2014 Shelbie Witte, Florida State University, United States

Enhancing student achievement through quality content on Twitter ........................ 2021 James Bissell, Robert Morris University, United States

The New University Press - the Library: Lessons Learned ......................................... 2025 Luke Cornelius, Terence Cavanaugh, Nicolas Michaud & Jeffrey Bowen, University of North Florida, United States

Behavior analysis of the student of Net Generation --self-solution power, information gathering power, and discovery of law-- ...................................................................... 2030 Hiroko Kanoh, Yamagata University, Institute of Arts and Sciences, Japan

Distance Teacher Training in Turkey: Past, Present and Future ................................ 2033 Aydin Ziya OZGUR, Anadolu University, Turkey

Information Literacy and the Use of Internet Search Engines .................................... 2035 Roberto S. Padula, PUC-SP - Pontifícia Universidade Católica de São Paulo, Brazil

Preparing Future Teachers and Librarians to Create 21st Century Skills Partnerships ..................................................................................................................... 2040 Shelbie Witte, Melissa Gross & Don Latham, Florida State University, United States

Designing Interactive Multimedia Learning Environments at College of Applied Sciences in Oman ........................................................................................................... 2051 Said Al-Senaidi, University of North Texas, United States

Development of Pre-service Teacher Education Program for Computational Thinking ............................................................................................................................ 2055 Sangjin An & Youngjun Lee, Department of Computer Education, Korea National Univerity of Education, Korea (South)

Ok Class…Google Glass in Education. ........................................................................ 2059 Chris Penny & Jordan Schugar, West Chester University, United States

How do Pre-service Teachers Explain Their Own Technology Growth in a Technology Integration Course? ........................................................................................................ 2060 Joyce Asing-Cashman & David Rutledge, New Mexico State University, United States

Debate as a Method for Learning in an MBA Program ................................................ 2063 Darrell Bowman, University of Indianapolis, United States

Mobile and Online Instruction: Double-Flipping a Graduate Level Course to Support Instruction ........................................................................................................................ 2080 Prince Bull, North Carolina Central University, United States

Combining Remote Laboratories and Massive Open Online Courses (MOOCs) for Teaching Electronics ...................................................................................................... 2086 Manuel Castro, Mohamed Tawfik, Felix Garcia-Loro, Elio Sancristobal, Francisco Mur & Gabriel Diaz, DIEEC/UNED, Spain

The Influence of Representational Formats and Learner’s Modality Preferences When Learning with Interactive Animated Demonstrations .................................................. 2091 Chun-Ying Chen, Center for General Education, National Taichung University of Education, Taiwan

Researching the Impact of Teaching and Technology in Developing Countries .......................................................................................................................... 2098 Paula Cook MacKinnon, MindBloom Consulting, Canada

Teaching Students on How Software Development Project can be turned into a Research Project ............................................................................................................. 2103 Johnson Dehinbo, Tshwane University of Technology, South Africa

Digital Natives: Digitally Competent? ........................................................................... 2110 Bård-Ketil Engen & Tonje Giæver, Oslo and Akershus University College of Applied Sciences, Norway; Greta Björk Gudmundsdottir & Ove Hatlevik, The Norwegian Centre for ICT in Education, Norway; Louise Mifsud, Oslo and Akershus University College of Applied Sciences, Norway; Karoline Tomte, The Norwegian Centre for ICT in Education, Norway

The Impact of First-Generation Students Majoring in Technology and the Effects on Their Career Placement .................................................................................................. 2117 Ryan Favors & Shirl Donaldson, Purdue University, United States

Technology use in preservice teacher internship: Opportunities and obstacles .......................................................................................................................... 2118 Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States

Student Use of Digital Technologies for Schoolwork in Upper Secondary ............... 2123 Therése Haglind, University of Gothenburg, Sweden

Comparing Classroom Response Systems .................................................................. 2126 Robin Rackley & Radhika Viruru, Texas A&M University, United States

Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills ................................................................................................................................. 2130 Ayoub Kafyulilo, Dar es salaam University College of Education, Tanzania; Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands; Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands

Instructional Design of Project-Based Learning and Constructionism: Value-Added Game Development Model Based on Motivation Theories ......................................... 2137 Yu Liu, Fulton County Board of Education, United States

Online Collaborative Learning: Checking our Assumptions ...................................... 2145 Jennifer Lock, University of Calgary, Canada

Infusion of Information and Communication Technologies into a Science Programme for assistant lecturers .................................................................................................... 2150 Mziwoxolo Mayedwa, Juliet Stoltenkamp & Tasneem Taliep, University of the Western Cape, South Africa

Facebook Usage, Social Networks, and Social Support and University Undergraduate Women .............................................................................................................................. 2158 Scot McNary, Educational Technology and LiteracyCollege of EducationTowson University, United States; Zhuo Wang & Sarah Lohnes-Watulak, Towson University, United States

Developing an Open Online Course for Teachers and Student Teachers: An Analysis ............................................................................................................................ 2167 Louise Mifsud, Tonje Hilde Giæver, Vibeke Bjarnø, Eli Gjølstad & Irene Beyer-Log, Oslo and Akershus University College of Applied Sciences, Norway

Windows into Teaching and Learning (WiTL): Influences on the Professional Development of Practicing Classroom Teachers ........................................................ 2174 Teresa Petty, Tina Heafner, Abiola Farinde & Michelle Plaisance, UNC Charlotte, United States

Developing Critical Thinking Skills through Writing in an Internet-based Environment ..................................................................................................................... 2178 Talha Sharadgah, Salman bin Abdulaziz University, Saudi Arabia

University Students and E-Learning: Are they really satisfied? ................................. 2186 Daniel Shelley, Michele Cole & Louis Swartz, Robert Morris University, United States

The MyFuture Degree Recommendation System and Student Perceptions ...................................................................................................................... 2196 Leah Whitten, The University of North Alabama, United States; Gary Stewart, Austin Peay State University, United States

Instructional Design in Practice: Meeting the Needs of Pre-Service Teachers in an Educational Technology Course ................................................................................... 2202 Matthew Wilson & Krista Ruggles, University of Florida, United States

Information Technology Education: Career Mapping .................................................. 2207 Joseph M Woodside, Stetson University, United States

An Investigation of a Pre-Service Elementary Mathematics Teacher’s Techno- Pedagogical Content Knowledge within the Context of Teaching Practices ........................................................................................................................... 2210 Esra Balgalmis, , Turkey; Erdinç Cakiroglu, Middle East Technical University, Turkey; Kathryn Shafer, Ball State University, United States

Living in Virtual Classrooms ......................................................................................... 2217 Marias Susy ROGER ROGERS, Creative Learning UK, United Kingdom

Mathematical Content, Pedagogy, and Technology: What It Can Mean to Practicing Teachers ........................................................................................................................... 2218 Beth Bos & Kathryn Lee, Texas State University, United States

The impact of Moby Max, an individualized computer-assisted instruction, on math assessment scores of middle grade students. ............................................................ 2228 Libby Brown & Denise Johnson, Winston Salem State University, United States

An Instrument for Assessing the Educational Value of Aplusix (a+x) for Learning School Algebra ................................................................................................................ 2241 Said Hadjerrouit, University of Agder, Norway; Alain Bronner, University of Montpellier, France

Mathematics in PreK: using digital resources to support early math learning and teaching ............................................................................................................................ 2249 Naomi Hupert, Center for Children and Technology / EDC, United States; Yelee Jo & Francisco Cervantes, Education Development Center, Inc., United States; Carlin Llorente, SRI International, United States

Pre-service Teachers Improve Their Geometrical Thinking ........................................ 2254 Zekeriya Karadag, Bayburt University, Turkey

Analysis of Student Online Discussion in a Hybrid Calculus Course ........................ 2261 Zhongxiao Li & Fengjie Sun, Georgia Gwinnett College, United States

Designing Elementary Mathematics Lessons Incorporating Technology: Enhancing Preservice Teachers’ Knowledge of Fractions ............................................................ 2269 Amanda Mohn, University of South Florida, United States

The Elementary Mathematics Teachers Academy: An Individualized Online CCSS Mathematics Professional Development ...................................................................... 2271 Patricia Moyer-Packenham, Jennifer Boyer-Thurgood, Neal Legler & Kenneth Larsen, Utah State University, United States

Career Interests of Students in a STEAM Camp .......................................................... 2277 Alana Phillips & Jennifer Miller, University of North Texas, United States

Mathematically Meaningful Mistakes: Using the “7 Times 13 Equals 28” Routine to Enhance Instruction ........................................................................................................ 2283 Don Ploger, Florida Atlantic University, United States; Ihor Charischak, Stevens Institute of Technology, United States; Agnes Nemeth, Florida Atlantic University Schools, United States

Graphing Calculators (GC) use in Mathematics in Community College:A Study of Students’ Attitudes toward GC and Mathematics ........................................................ 2289 NATALIYA REZNICHENKO, BCCC, United States

The Role of Technology in Increasing Preservice Teachers’ Anticipation of Students’ Thinking in Algebra ........................................................................................................ 2298 Steve Rhine, Willamette University, United States; Rachel Harrington, Western Oregon University, United States; Brandon Olszewski, ISTE, United States

Factors Influencing Teacher Educators’ Technology Use .......................................... 2317 EROL UZAN, Indiana University Bloomington, United States

Teacher Self-efficacy and the Implementation of a Problem-based Science Curriculum ....................................................................................................................... 2322 Charles Hodges & Alicia Meng, Georgia Southern University, United States; Mike Ryan, Marion Usselman, Beth Kostka, Jessica Gale & Anna Newsome, Georgia Tech, United States

Canadian Champions: A Hybrid Drug Education Resource ....................................... 2326 Gregory MacKinnon, Acadia University, Nova Scotia,Canada, Canada; Keith MacKinnon, Royal Canadian Mounted Police, Canada

Developing a Rubric for the Evaluation of 5th-12th Grade Science Mobile Applications: The Design of MASS ...................................................................................................... 2332 Lucy Santos Green & Karen Chassereau, Georgia Southern University, United States; Richard Hechter, University of Manitoba, United States

Digital Video Technologies as Tools for Guided Inquiry in the Elementary Science Classroom ........................................................................................................................ 2341 Lucy Santos Green & Karen Chassereau, Georgia Southern University, United States

Doing cross-border science experiments: using ICT for co-planning, documentation and evaluation as a method for increased motivation to participate in and learn about science experiments ....................................................................................................... 2345 Maria Svedäng, University West, Sweden; Maria Spante, Univeristy West, Sweden

Connect, Share, Write: Using Mobile Technologies to Engage Pre-K-3 Struggling Readers and to Meet State Mandates ........................................................................... 2353 Alison Schmidt, Megan Wereley & Matthew Broda, The College of Wooster, United States

Why novice female teachers in Saudi Arabia do not use ICT in their teaching? .......................................................................................................................... 2353 Ensaf Al Mulhim, Plymouth University, UK, United Kingdom

Interface design principles for constructing scaffolded digital curriculum ........................................................................................................................ 2359 Cory Callahan, University of North Carolina Wilmington, United States

Design for Learning: Space Matters! ............................................................................ 2365 Michael Searson, Kean University, United States; Kenneth Gruskin, Gruskin Group, United States; Paul Resta, University of Texas, United States

Why Mobile Devices Can't Transform Learning (But Should!) ................................... 2367 Michael Searson, Kean University, United States; Elliot Soloway, University of Michigan, United States; Cathie Norris, University of North Texas, United States

Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education ............................................................................ 2367 Mark Hart, University of Florida, United States; Swapna Kumar, University of Florida, Gainesville, United States

Examining the Use of Emerging Technological Applications to Support Civic Engagement of Middle School Students ...................................................................... 2376 Richard Hartshorne & Scott Waring, University of Central Florida, United States; Brian Furgione, Seminole County Schools, United States

Supporting Online Professional Learning with National History Day Resources at the Library of Congress : Utilizing primary sources, course management software and web 2.0 tools. ........................................................................................................................... 2378 David Hicks, Virginia Tech, United States; Ann Canning, Waynesburg State University, United States; John Lee, NC State, United States

Using Minecraft to Encourage Critical Engagement of Geography Concepts .......................................................................................................................... 2384 Jonathan List, The University of Akron, United States; Brent Bryant, Northern Potter School District, United States

Just Try It: Pre-Service Teachers’ Use of Technology to Extend Learning in an Elementary Social Studies Methods Course ................................................................ 2389 Christina Tschida, East Carolina University, United States

Pre-Service Teacher Beliefs about Universal Design for Learning and the Role of Technology ...................................................................................................................... 2391 Liz Berquist & William Sadera, Towson University, United States

Video Self Modeling via iPods: The Road to Independent Task Completion ....................................................................................................................... 2396 Julie Bucalos, Jefferson Public Schools, United States; Debra Bauder, University of Louisville, United States; Anne Bucalos, Bellarmine University, United States

Teacher Candidates’ Perceived Competence in Implementing Evidence Based Practices with Students with Learning and Behavior Disabilities .............................. 2402 Ajay Das & Pam Epler-Brooks, Murray State University, United States; Veena Paliwal, University of West Georgia, United States

Making the MUVE To Sustainability:From R&D to Standard Operating Procedure in a Distance Teacher Preparation Program ........................................................................ 2405 Nancy Glomb, Utah State University, United States; Peter Blair, Brigham Young University-Idaho, United States; Heather Weese & Charles Salzberg, Utah State University, United States

Cyberbullying Experience among Adolescents with Sensory Impairment: An Exploratory Study ........................................................................................................... 2409 Dana Kaspi Tsahor, Tali Heiman & Dorit Olenik-Shemesh, The open university israel, Israel

Guiding Preservice Teacher Candidates to Implement Student-Centered Applications of Technology in the Classroom ................................................................................... 2414 Laura Kieran & Christine Anderson, Western Illinois University, United States

Addressing Issues of Diversity in Online Learning Platforms .................................... 2418 Rajni Shankar-Brown, Stetson University, United States

Breaking Cultural Barriers in the Classroom: Using Technology to Promote Social Justice .............................................................................................................................. 2419 Rajni Shankar-Brown, Stetson University, United States

Multimodal Literacies for Diverse Learners: Engaging Learners through Vodcasting ....................................................................................................................... 2420 Rajni Shankar-Brown & Benjamin Brown, Stetson University, United States

Students with special needs and current technology in use to teach reading .............................................................................................................................. 2422 Maria Earman Stetter, Roosevelt University, United States

App-lying TPACK: Integrating iPads into Instruction for Students with Mild Disabilities ........................................................................................................................ 2427 Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States

Teaching teachers the way we want them to teach: Using digital resources to model and support best teaching and learning practices ...................................................... 2434 Andrew Shean, Ashford University, United States

Educators' Perceptions of and Practices for Using Social Media for Professional Development .................................................................................................................... 2434 Lorraine Beaudin & Brandi Cowie, University of Lethbridge, Canada

'Differentiate between students using ICT-driven formative assessment' ................. 2440 Peter Borgman & Tijmen Schipper, Windesheim, university of applied sciences, Netherlands

Creating a Technology Toolkit: Effects of a Technology Orientation During Student Teaching ........................................................................................................................... 2441 Robert Bowe & Jeffrey S. Winter, National Louis University, United States

Integrated approach to Technology in Education: An initiative in rural East India .................................................................................................................................. 2447 amina charania, Sir Dorabji Tata Trust, India; Peter Myers, University of California Berkeley, United States

“Edutainment?” Knowledge Construction in a Digital Learning Environment Challenges Between the Medium and the Message .................................................... 2453 Elaine Correa, Medaille College, United States

Transitioning from Traditional Writing to Digital Design ............................................ 2459 Christine DeSimone & Mia Williams, University of Northern Colorado, United States

Distributed TPACK: Going Beyond Knowledge in the Head ...................................... 2464 Nicoletta Di Blas & Paolo Paolini, Politecnico di Milano, Italy; Sandra Sawaya & Punya Mishra, Michigan State University, United States

Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes ......................................................................................................................... 2473 Agyei Douglas, University of Cape Coast, Ghana; Jared Keengwe, University of North Dakota, United States

Mobile Learning in an ESOL Practicum: Preservice Teachers using web 2.0 tools to 'flip a practicum' ..................................................................................................................... 2482 Tony Erben, University of Tampa, United States

Video Lecture Capture Pedagogy Context: Does it matter and does it Deliver? ............................................................................................................................ 2489 Elizabeth Fain & Janice Smith, Winston-Salem State University, United States

Enabling Technology Use for Teacher Education ....................................................... 2493 David Slykhuis, Rich Clemens, Steve Purcell & Eric Carbaugh, James Madison University, United States

Massive Open Online Courses in Teacher Education and Professional Development .................................................................................................................... 2494 Richard Ferdig & Kristine Pytash, Kent State University, United States

The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK) ....................................................................................................... 2496 Candace Figg, Kamini Jaipal Jamani & Katia Ciampa, Brock University, United States

A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK ............................................................................................................. 2501 Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States

Building Multidisciplinary Connections: Intersections of Content, Creativity, and Digital Fabrication Technologies ............................................................................................... 2506 Shaunna Smith, Texas State University, United States; Daniel Tillman, University of Texas at El Paso, United States; Punya Mishra, Michigan State University, United States; David Slykhuis, James Madison University, United States; Curby Alexander, Texas Christian University, United States; Danah Henriksen, Michigan State University, United States; Rhonda Church & Adam Goodman, Texas State University, United States

Developing Educational Apps: Can Educators do it, and Should They? ................... 2509 Christopher Greer, Georgia College, United States

Global Projects and Teacher Education: A Perfect Match .......................................... 2511 Terry Smith, Western Illinois University, United States

Disrupting the Traditional Student Role: Tech-Enabled Participation to Facilitate TPACK .............................................................................................................................. 2511 Shannon Haley-Mize, Elizabethtown College, United States

The Construct is in the Eye of the Beholder: School Districts’ Appropriations and Reconceptualizations of TPACK ................................................................................... 2519 Judi Harris & Mark Hofer, School of Education, College of William & Mary, United States

Technology for Teacher Education Infused into the Public School ........................... 2527 Marcia Hoover & Kevin Koury, California University of PA, United States

Are Faculty Making the Grade with Web 2.0? .............................................................. 2531 Kathleen Irwin, American Public University System, United States; Kathy Wood, Ashford University, United States

Using Design-Based Research to Promote Faculty Knowledge of Technology Enhanced Teaching ........................................................................................................ 2537 Kamini Jaipal Jamani, Candace Figg, Tiffany Gallagher, Ruth McQuirter Scott & Katia Ciampa, Brock University, Canada

Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills ................................................................................................................................. 2544 Laurene Johnson, Hezel Associates, LLC, United States

Consistency in Engagement and Assessment: A Strategy for Improving Student Learning Outcomes ........................................................................................................ 2552 Lee Ann Kelley & Dr. Ron Wallace, Columbia Southern University, United States

Are Athletic Training educators ready for the digital age? Attempting to understand the connection between technology and pedagogy .......................................................... 2556 Colin King, Acadia University, Canada

Technology Trends and Tools that Address Common Core College and Career Readiness Standards and Enhance P-16 Learning ..................................................... 2563 Elaine Lawrence, SUNY Oneonta, United States

Revisiting the first CITE Journal and the state of promoting and preparing teachers to use technology in the content areas. ........................................................................... 2567 John Lee, North Carolina State University, United States; Marshall George, Fordham University, United States; Joe Garofalo, University of Virginia, United States; John Park, Baylor University, United States; David Slykhuis, James Madison University, United States

Investigating the Impact of a Site-based Educational Technology Course in Teacher Education ......................................................................................................................... 2568 Nicholas Lux, Montana State University - Bozeman, United States; Mike Van Vuren, Bozeman School District, United States

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ Surveys and Lesson Plans. ......................................................................... 2574 Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

Proposing a Model for TPACK Development: The Total PACKage Professional Development Model ........................................................................................................ 2580 Ewelina McBroom, Southeast Missouri State University, United States

The Effect of Multi-touch Interactive Digital Textbooks on Student Engagement and Perception of Knowledge ............................................................................................... 2584 Michael Mills, University of Central Arkansas, United States

Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections ......................................................................................... 2589 Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States

Assessing Inservice Teachers’ Perceptions of Their TPACK Development .................................................................................................................... 2598 Tiffany Ohlson, Stephanie Wehry, Heather Monroe-Ossi, Bronwyn McLemore, Kelly Maki & Cheryl Fountain, Florida Institute of Education at the University of North Florida, United States

Constructing a Technology Education Course Online for Small Groups of Pre-Service Teachers ........................................................................................................................... 2604 Yash Patel, University of Virginia, United States

Preparing Teachers for the BYOD Classroom ............................................................. 2608 Robin Rackley & Radhika Viruru, Texas A&M University, United States

Effective Online Communication in Higher Education ................................................ 2614 Sandra Rogers, University of South Alabama, United States

Context and Technological Pedagogical Content Knowledge: A Content Analysis ............................................................................................................................ 2626 Joshua Rosenberg & Matthew Koehler, Michigan State University, United States

Developing a Model to Utilize Teaching Assistants for Online Teaching of Introduction to Educational Technology ............................................................................................ 2632 Cindy Ross & Savilla Banister, Bowling Green State University, United States

A National ICT Competency Framework for Student Teachers .................................. 2637 Maurice Schols, Fontys University of Applied Sciences, Netherlands; Jeroen Bottema, Inholland University of Applied Sciences, Netherlands

Pre-service Teacher Education in Game-Based Learning: Analyzing and Integrating Minecraft ........................................................................................................................... 2646 Mamta Shah, Aroutis Foster, Matthew Scottoline & Matthew Duvall, Drexel University, United States

ICT Integration in Teaching and Teachers Training by Faculty Members in Israeli Colleges of Education, 2013 .......................................................................................... 2655 Miri Shonfeld, Kibbutzim College of Education and Mofet Institute, Israel; Olzan Goldstein, Kaye Academic College of Education and Mofet institute, Israel

Conducting Classroom Observations to Understand TPACK: Moving Beyond Selfreported Data ................................................................................................................... 2661 Shu-Ju Diana Tai & Denise Crawford, Center for Technology in Learning & Teaching, Iowa State University, United States

The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK ................................................................................. 2665 Shu-Ju Diana Tai & Denise Crawford, Center for Technology in Learning & Teaching, Iowa State University, United States

Teachers’ arguments for NOT using laptops in the 1:1 classroom ............................ 2669 Martin Tallvid & Berner Lindstrom, University of Gothenburg, Sweden; Johan Lundin, Univerity of Gothenburg, Sweden

An Experimental, Mixed Methods Study: Blogging and Graduate Teacher Certification Candidates’ Reflection .................................................................................................... 2677 Kathleen J Tate, American Public University, United States; William M Gillum & Greg C Mandalas, American Public University System, United States

Technology Use During Field Experiences: Preservice Teachers' Perceptions ...................................................................................................................... 2683 Debbie VanOverbeke & Paulette Stefanick, Southwest Minnesota State University, United States

The Trifecta Model: Teacher Preparation with Technology ........................................ 2690 Elizabeth Whitten & Luchara Wallace, Western Michigan University, United States

Improving Teacher Candidate Use Of Mobile Technologies Through Classroom Modeling ........................................................................................................................... 2694 Jana Willis & Vanessa Dodo Seriki, University of Houston-Clear Lake, United States

Integrating the Common Core State Standards into Classroom Instruction: A Paradigm Shift for Teacher Professional Development ............................................................... 2700 Joachim Agamba, College of Education, Idaho State University, United States

Digital Learning Through Google Hangouts ................................................................ 2706 Becky Alexander, Middle Tennessee State University, United States; Holly Harwood, Woodbury Grammar, United States; Miguel Eguia, Middle Tennessee State University, United States

iPads in Action III: iPad Apps and the Common Core for Special Needs Students ........................................................................................................................... 2710 Kevin Mark Anderson, Elmwood Park Community Unit School District #401, United States; Cindy Anderson, Roosevelt University, United States

Professional Development of Teachers on Technology Integration: Teacher Preferences ...................................................................................................................... 2712 Cengiz Hakan AYDIN, Anadolu University, Turkey

Using Digital Resources to Support Personalized Learning Experiences in K-12 Classrooms: The Evolution of Mobile Devices as Innovations in Schools in Northwest Ohio .................................................................................................................................. 2715 Savilla Banister, Rachel Reinhart & Cindy Ross, Bowling Green State University, United States

Creating WordPress Student Blogs Aligned with Common Core and Higher Ed Writing Standards ......................................................................................................................... 2722 Erik Bean, American Public University, United States

How to Create WordPress Student Blogs Aligned with Common Core Writing Standards ......................................................................................................................... 2724 Erik Bean, American Public University, United States

USING MOBILE TECHNOLOGY TO ENGAGE STUDENTS ........................................... 2728 Sylvia Bembry, Winston-Salem State University, United States; Carolyn Anderson, Winston-Saem State University, United States

Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses ............................................................................................................................ 2731 Kristi Bordelon, Teacher Education University, United States

How Teachers use Technology to Meet English Language Arts Common Core State Standards ......................................................................................................................... 2739 Brandi Burton, Mississippi State University, United States

Relationships Between Teacher Personality Type and Technology Integration Indicators ......................................................................................................................... 2745 Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning/UNT, United States; Michele Williams, Jesuit College Preparatory High School, United States

Top Ten Tech Tools for Teachers ................................................................................. 2754 Jeradi Cohen & Loretta Harvey, Shawnee State University, United States

Changing Perceptions: A Living Case of One School’s Transformation to Worthwhile Teaching & Learning Utilizing Ongoing, Job-Embedded Professional Learning ........................................................................................................................... 2760 Lori Cooper & Aimee Furey, Calgary Board of Education, Canada; Judy Martin, Galileo Educational Network, Canada

Flipping the Classroom in Higher Education: A Design-Based Research Study to Develop a Flipped Classroom Framework ................................................................... 2763 Helen Crompton, Judith Dunkerly-Bean & Michail Giannakos, Old Dominion University, United States

Attitudes Toward and Use of iPads in a College of Education One-to-One Program ............................................................................................................................ 2767 Teresa DeBacker & Theresa Cullen, University of Oklahoma, United States

Concept Mapping on iPads with Baiboard HD to Promote Student Learning ........................................................................................................................... 2776 Teresa DeBacker & Jacqueline Goldman, University of Oklahoma, United States; Omer Faruk Islim, Middle East Technical University, Turkey

Development of Future Online Faculty ......................................................................... 2781 DONNA DiMatteo-Gibson, Lycurgus Group, Inc., United States

Modeling Effective 21st Century Teaching Strategies: Teaching with the Technology, Not Teaching the Technology ....................................................................................... 2784 Holly Ellis, The University of West Florida, United States

A Framework for Web 2.0 Learning Environment to Develop Online Learning and Facilitation Competences of Preservice Teachers ...................................................... 2785 Ibrahim Farouck, Otaru University of Commerce, Japan

A New Best Practice: Online Instructors as Researchers ........................................... 2792 Barbara Fedock, University of Phoenix, United States

The Effect of PBL on Achievement In Relation To GPA For Pre-Service Computer Teachers ........................................................................................................................... 2798 olfat fodah, King Saud University, Saudi Arabia

Stem and the Sea ............................................................................................................ 2803 Alok Verma, Sueanne Mckinney & Nina Brown, Old Dominion University, United States; Clair Berube, Hampton University, United States

Digital Scaffolding with Youth-at-Risk: Challenges, Achievements, and Suggestions ..................................................................................................................... 2804 Jonathan Friesem, University of Rhode Island, United States

Using iBooks to Create 21st Century Learning Materials/Lessons for Use on iPads. ................................................................................................................................ 2807 Martonia Gaskill, PhD, University of Nebraska at Kearney, United States; Dr. Tommy Hansen, University of Nebraska Kearney, United States

Building Pre-Service Teachers’ Knowledge of TPACK: A Study Replication and Extension ......................................................................................................................... 2809 Amanda Goodwin, Asbury University, United States

Student created training for teachers ........................................................................... 2814 Michele Vogt-Schuller, Proviso Mathematics and Science Academy, United States

Leveraging Student to Student Interactions to Increase Motivation and Engagement in Online Classrooms: An Action Research Case Study" ............................................... 2819 Glenda Gunter, University of Central Florida, United States; Robert Kenny, Florida Gulf Coast University, United States

How teacher education institutions cope with challenges of teaching and learning in the digital age .................................................................................................................. 2821 Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Maurice Schols, Fontys University of Applied Sciences, Netherlands; Jeroen Bottema, Inholland University of Applied Sciences, Netherlands; Hans van Bergen & Nanda van der Stap, Utrecht University of Applied Sciences, Netherlands; Anna Tomson, Michael Nieweg, Jan-Willem Doornenbal & Bas Bakker, Amsterdam University of Applied Sciences, Netherlands; Anneke Smits, Windesheim University of Applied Sciences, Netherlands; Ann Thompson, Iowa State University, United States

Developing Math LIteracies through Cultural Relevance ............................................ 2826 Lanette Waddell & Jose Onate, Vanderbilt University, United States

Technology Integration Project: Turkey’s Example .................................................... 2828 Ufuk Guven, Duquesne University, United States

Prezi as a Lecture Tool in a Middle School Classroom .............................................. 2832 Yungwei Hao, National Taiwan Normal University, Taiwan

Students’ Attitude towards a Flipped Classroom and its Relationship with Motivation Orientations in an Undergraduate Course ................................................................... 2835 Yungwei Hao, National Taiwan Normal University, Taiwan

Gender Differences in Technology Integration ............................................................ 2841 Tina Heafner, University of North Carolina at Charlotte, United States

Integrating Affordance Analysis in Designing Online Discussion ............................. 2850 Yu-mei Wang, University of Alabama at Birmingham, United States

How to “Flip the Classroom”: The 411 ......................................................................... 2852 Terry Howard, Camden Middle School/ University of Phoenix, United States; Kelley McLauchlan, University of Phoenix, United States

Web 2.0 Tools: a Valuable Support to Teachers of Struggling Readers .................... 2853 Haihong Hu, Mary Ellen Oslick & Shoudong Feng, University of Central Arkansas, United States

IPad Integration and the Truly Inclusive Classroom ................................................... 2860 Jeanne Ingle, Eastern Connecticut State University, United States

Facilitation of Your Success When Implementing Technology in Schools K-12 ................................................................................................................................... 2866 Linda Whipkey, Southwest Facilitator Network, United States

Using Technology to Promote Computational Thinking in Middle School Classrooms ...................................................................................................................... 2866 Denise Johnson, Brittney Black, Michaela McGriff & Kristyn Daney, Winston-Salem State University, United States

Competence in Solving Problems and Blended Learning Environment in Student Teaching ........................................................................................................................... 2869 Jackie HeeYoung Kim, Armstrong Atlantic State University, United States

A Systematic Review of Research on a Technology-Enhanced Curriculum ....................................................................................................................... 2876 Mi Song Kim & Pejman Habibie, University of Western Ontario, Canada

A Cluster Analytic Approach: Investigation of Interrelationship between Mathematics Teachers’ Beliefs about Using Computers in Mathematics Education, Gender, Teaching Experience, and Computer Experience ........................................................................ 2878 ONDER KOKLU, ELIZABETH JAKUBOWSKI, TAYFUN SERVI & Jiajing Huang, FLORIDA STATE UNIVERSITY, United States

Apps Here, Apps There, Apps Everywhere … Drowning in Apps .............................. 2885 Diana Williams, Joan Henley & Joanna Grymes, Arkansas State University, United States

Teacher Online/Onsite Collaboration in the Knowledge Building International Project .............................................................................................................................. 2886 Therese Laferriere, Laval University, Canada; Alain Breuleux, McGill University, United States

Powerful Teaching and Learning with Multimedia Technologies in the Social Studies Curriculum ....................................................................................................................... 2889 Judy Lambert, The University of Toledo, United States

Quest-Based Learning: A New Approach to Preservice Teacher Technology Instruction ........................................................................................................................ 2895 Judy Lambert, The University of Toledo, United States; Jackie Ennis, Barton College, United States

Sustaining Innovation Through Online Professional Development: A Design Approach .......................................................................................................................... 2901 Jessica Levene, Volusia County Schools & Doctorate student at University of Florida, United States; Dr. Don Boulware, Volusia County Schools, United States

VoiceThread: Instructional improvement through objective feedback ...................... 2907 Timothy Lewis, Brooke Burks, Kellie Shumack & Kate Simmons, Auburn University at Montgomery, United States

An Exploratory Investigation of Pre-Service Teachers’ Problematic Internet Use in the United States ................................................................................................................... 2911 Yuliang Liu & Deborah Burns, SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE, United States

Wordle: A Case Study for Learning Possibility of Vocabulary Terms to Visual Learners ........................................................................................................................... 2918 Tamara Malone & Jiyoon Yoon, University of Texas Arlington, United States

Attracting Girls, Special Needs, Minority and Underserved K-12 Students to Computing Majors and Careers ......................................................................................................... 2925 Daniela Marghitu, Auburn University, United States

Digital teaching as a key factor in the learning process of reading and writing of first grade children in Asuncion, Paraguay ......................................................................... 2928 Jali Martin, Universidad Autónoma de Asunción, Paraguay

Universal Design for Learning in the 21st Century Classroom .................................. 2929 Jeff McCormick & Ron Rogers, Universal Design for Learning Center at OCALI, United States

Flipping Your Meeting for Productivity and Results ................................................... 2930 Kelli Murphy-Godfrey, Carlisle Area School District; Carlilse, PA - Duquesne Universit, United States

Using Class Dojo with an Interactive Whiteboard and iPad Projection to Promote Positive Behavioral Interventions and Supports at the Classroom Level .................. 2931 Chris O'Brien, University of North Carolina at Charlotte, United States; Nancy Aguinaga, Southeast Missouri State University, United States

Virtual Adventures, Eco-Tales and Mysteries: Online Learning Options for STEM Educators. ........................................................................................................................ 2934 Patrick OLeary, University of Minnesota, United States

Personalization Principle in Multimedia Learning: Do Narrators’ Accents Matter? .............................................................................................................................. 2937 Vanthanh Phan, Jongpil Cheon & Mohja Jerbi, Texas Tech University, United States

The Evolution of the Frameworks for Success in Science Resource Website by and for Elementary Teachers ...................................................................................................... 2940 Pascale Pinner, Hilo Intermediate School, United States; Jan Ray, University of Hawaii at Hilo, United States

Ensuring Quality Feedback on Critical Thinking Projects through Online and Networked Platforms ...................................................................................................... 2945 Mark Reid, Texas A&M Unversity-Commerce, United States

STEM Academy: MIddle school students learn about graphing using technology tools .................................................................................................................................. 2947 Angelia Reid-Griffin & Kelli Slaten, UNC Wilmington, United States

Teaching At-risk Students with Technology ................................................................ 2952 David Rutledge & Binod Gurung, New Mexico State University, United States

Impact of Online Delivered Professional Development on Educators in Title I Schools ............................................................................................................................. 2959 Steven Shaha, University of Utah, United States; Heather Ellsworth, Brigham Young University, United States

From A to Z: More on the Best INTERNET Sites for Teaching and Learning ........................................................................................................................... 2965 Dr. Sandi Smith, Tennessee Tech University, United States

Designing online PD for 100,000 teachers: Resolving the tension between maximizing reach and optimizing interaction. .................................................................................. 2971 Geetanjali Soni & Morrow Donna, Department of Public Instruction, United States

In-service Teachers’ Perceptions Toward iPad Integration ........................................ 2974 Michael Spaulding, University of Tennessee at Martin, United States

Authoring Online Simulations: Will it Make Me a Better Principal? ........................... 2983 Nancy Ann Staub, The University of Toledo, United States; Marlena Bravender, Saginaw Valley State University, United States

Igniting Tomorrow’s Innovation in K-12: Rocket Project ............................................ 2984 Ibrahim Halil Yeter & Faith Koca, Texas Tech University, United States

Educational Crossroads: Preparing Teachers for 21st Century Learners ................. 2984 Sue Stoddart, Marian University, United States

Pitfalls of Educational Technology in our Wired Youth .............................................. 2991 Stacey VanderHeiden Guney, University of North Texas, United States

Math Snacks: Filling conceptual gaps in mathematics with innovative media ................................................................................................................................ 2995 Karin Miller Wiburg, Institute for Excellence in Math and Science Education (IEMSE) at New Mexico State University, United States

Perceptions of Preservice Teacher Candidates: Exploring the Reality of Confidence and Competence ............................................................................................................. 2996 Jana Willis & Michelle Giles, University of Houston-Clear Lake, United States

Community Project: Integrating Math and Science by Using Technology ................ 3002 Jiyoon Yoon & Joohi Lee, University of Texas Arlington, United States

Literature Review on the Construction of Effective ICT Uses in School .................... 3011 Rana Zein, Higher Colleges of Technology, United Arab Emirates

An Evaluation of 3D Skills of Students in Rural Haiti ................................................. 3016 Ellen Zimmerman, University of North Texas, United States

Using Mobile Learning to Support Students’ Understanding in Geometry: A DesignBased Research Curriculum Study ............................................................................... 3024 Helen Crompton, Old Dominion University, United States