Pub Date : 2022-11-24DOI: 10.1177/00472395221138791
Sima Caspari-Sadeghi
Intelligent assessment, the core of any AI-based educational technology, is defined as embedded, stealth and ubiquitous assessment which uses intelligent techniques to diagnose the current cognitive level, monitor dynamic progress, predict success and update students’ profiling continuously. It also uses various technologies, such as learning analytics, educational data mining, intelligent sensors, wearables and machine learning. This can be the key to Precision Education (PE): adaptive, tailored, individualized instruction and learning. This paper explores (a) the applications of Machine Learning (ML) in intelligent assessment, and (b) the use of deep learning models in ‘knowledge tracing and student modeling’. The paper concludes by discussing barriers involved in using state-of-the-art ML methods and some suggestions to unleash the power of data and ML to improve educational decision-making.
{"title":"Artificial Intelligence in Technology-Enhanced Assessment: A Survey of Machine Learning","authors":"Sima Caspari-Sadeghi","doi":"10.1177/00472395221138791","DOIUrl":"https://doi.org/10.1177/00472395221138791","url":null,"abstract":"Intelligent assessment, the core of any AI-based educational technology, is defined as embedded, stealth and ubiquitous assessment which uses intelligent techniques to diagnose the current cognitive level, monitor dynamic progress, predict success and update students’ profiling continuously. It also uses various technologies, such as learning analytics, educational data mining, intelligent sensors, wearables and machine learning. This can be the key to Precision Education (PE): adaptive, tailored, individualized instruction and learning. This paper explores (a) the applications of Machine Learning (ML) in intelligent assessment, and (b) the use of deep learning models in ‘knowledge tracing and student modeling’. The paper concludes by discussing barriers involved in using state-of-the-art ML methods and some suggestions to unleash the power of data and ML to improve educational decision-making.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128595016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1177/00472395221138789
Anthony Dove, Jennifer Borland, C. Wiley, Adam Moylan, A. Thacker, M. Dunleavy
Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice teachers as an assessment of content-specific instructional practices covered in a professional development program. The study utilized two nationally recognized simulation platforms and included a preliminary investigation of validity of the simulation assessments, a comparison of participant performance on the simulation assessment to the standard module assessment, and a comparison of the usability and feasibility of each platform for future assessments. While results suggest that simulation platforms are a promising means of conducting content-specific assessments, current limitations of such platforms may challenge their large-scale usage as part of a professional development program.
{"title":"The Potential of Simulation Assessments in Professional Development","authors":"Anthony Dove, Jennifer Borland, C. Wiley, Adam Moylan, A. Thacker, M. Dunleavy","doi":"10.1177/00472395221138789","DOIUrl":"https://doi.org/10.1177/00472395221138789","url":null,"abstract":"Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice teachers as an assessment of content-specific instructional practices covered in a professional development program. The study utilized two nationally recognized simulation platforms and included a preliminary investigation of validity of the simulation assessments, a comparison of participant performance on the simulation assessment to the standard module assessment, and a comparison of the usability and feasibility of each platform for future assessments. While results suggest that simulation platforms are a promising means of conducting content-specific assessments, current limitations of such platforms may challenge their large-scale usage as part of a professional development program.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114266253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.1177/00472395221137298
Lexi Schlosser, Christine E. Hood, Ellen Hogan, B. Baca, Amelia Gentile-Mathew
Recently, there has been a demand for increased educational technology usage in the university classroom, despite expanded access and implementation there has been little attention paid to student data privacy concerns. Our work is one institution's response to addressing the data privacy gap by creating a comprehensive review process for educational technology discernment and adoption. Our review process provides a critical degree of reliability and validity for informed decision-making surrounding educational technology selection. We prioritize the frames of safety, pedagogy, consistency, and accessibility throughout the review. With the creation of this review process educational technology stakeholders can make empirically based decisions regarding educational technologies. While this work is only one institution's response, we believe that this process and approach can empower a broad set of stakeholders to consider their method behind adopting educational technologies.
{"title":"Choosing the Right Educational Technology Tool for Your Teaching: A Data-Privacy Review and Pedagogical Perspective into Teaching with Technology","authors":"Lexi Schlosser, Christine E. Hood, Ellen Hogan, B. Baca, Amelia Gentile-Mathew","doi":"10.1177/00472395221137298","DOIUrl":"https://doi.org/10.1177/00472395221137298","url":null,"abstract":"Recently, there has been a demand for increased educational technology usage in the university classroom, despite expanded access and implementation there has been little attention paid to student data privacy concerns. Our work is one institution's response to addressing the data privacy gap by creating a comprehensive review process for educational technology discernment and adoption. Our review process provides a critical degree of reliability and validity for informed decision-making surrounding educational technology selection. We prioritize the frames of safety, pedagogy, consistency, and accessibility throughout the review. With the creation of this review process educational technology stakeholders can make empirically based decisions regarding educational technologies. While this work is only one institution's response, we believe that this process and approach can empower a broad set of stakeholders to consider their method behind adopting educational technologies.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125943834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1177/00472395221132305
Jennifer Lee
This study examined the use of 3D garment prototyping technology as a remote learning facilitator to create new instructional designs for a product development course. The new instructional designs in a flipped learning approach for the remote, synchronous computer-aided fashion product development course was created, implemented, and evaluated within the Addie framework at one of the largest fashion colleges in the U.S. The students’ submitted final semester projects demonstrated that the new instructional designs were effective for the students’ synchronous remote learning achievement at a high level. The students had an enormous experiential learning experience from the instructor-student collaborative 3D avatar fashion show promoted on the college website and social media. The outcomes of this research can be used as a toolkit to create a new instructional design using a 3D prototyping technology as a learning facilitation tool in a synchronous remote classroom. More research must be conducted to focus on challenges in helping all students adapt to novel online learning environments. The current study must be further expanded to determine the use of other 3D prototyping technologies in different remote courses across disciplines.
{"title":"Toward Sustainable Fashion Product Development: The use of 3D Virtual Prototyping Technologies in the Synchronous Remote Learning Classroom","authors":"Jennifer Lee","doi":"10.1177/00472395221132305","DOIUrl":"https://doi.org/10.1177/00472395221132305","url":null,"abstract":"This study examined the use of 3D garment prototyping technology as a remote learning facilitator to create new instructional designs for a product development course. The new instructional designs in a flipped learning approach for the remote, synchronous computer-aided fashion product development course was created, implemented, and evaluated within the Addie framework at one of the largest fashion colleges in the U.S. The students’ submitted final semester projects demonstrated that the new instructional designs were effective for the students’ synchronous remote learning achievement at a high level. The students had an enormous experiential learning experience from the instructor-student collaborative 3D avatar fashion show promoted on the college website and social media. The outcomes of this research can be used as a toolkit to create a new instructional design using a 3D prototyping technology as a learning facilitation tool in a synchronous remote classroom. More research must be conducted to focus on challenges in helping all students adapt to novel online learning environments. The current study must be further expanded to determine the use of other 3D prototyping technologies in different remote courses across disciplines.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115851827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-22DOI: 10.1177/00472395221133855
Zilong Pan, Min Liu
This mixed-method study introduced an adaptive scaffolding system to support middle school science problem-based learning (PBL) activities. 298 6th-graders were grouped into three conditions, which are the adaptive scaffolding group, the non-adaptive scaffolding group, and a control group that did not receive any scaffoldings. Results showed that problem-solving self-efficacy for students who engaged with the adaptive scaffolding system had improved significantly compared to the other two groups. Moreover, since students were conducting the PBL activity under two modes (online and in-person), the results also showed that students in the online mode gained more science content knowledge compared to their peers in the in-person mode after engaging with the adaptive system. Student interviews revealed that the real-time supports and in-time feedback provided by the adaptive system were the key elements that facilitated their improvements, teacher interviews presented that the adaptive system provided effective assists for teachers to facilitate the PBL activities.
{"title":"The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities","authors":"Zilong Pan, Min Liu","doi":"10.1177/00472395221133855","DOIUrl":"https://doi.org/10.1177/00472395221133855","url":null,"abstract":"This mixed-method study introduced an adaptive scaffolding system to support middle school science problem-based learning (PBL) activities. 298 6th-graders were grouped into three conditions, which are the adaptive scaffolding group, the non-adaptive scaffolding group, and a control group that did not receive any scaffoldings. Results showed that problem-solving self-efficacy for students who engaged with the adaptive scaffolding system had improved significantly compared to the other two groups. Moreover, since students were conducting the PBL activity under two modes (online and in-person), the results also showed that students in the online mode gained more science content knowledge compared to their peers in the in-person mode after engaging with the adaptive system. Student interviews revealed that the real-time supports and in-time feedback provided by the adaptive system were the key elements that facilitated their improvements, teacher interviews presented that the adaptive system provided effective assists for teachers to facilitate the PBL activities.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115432128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/00472395221132582
Ashley Riner, J. Hur, Jada Kohlmeier
While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a mixed-methods quasi-experimental research approach and integrated a fully immersive VR (i.e., Oculus Quest) and non-immersive VR (i.e., 3D website) into 9th-grade social studies classrooms. The findings demonstrated that while the quantitative data did not demonstrate statistically significant improvement in knowledge development and classroom engagement after students use VR, qualitative data showed positive learning benefits and classroom engagement. Furthermore, statistically significant growth was observed in the development of historical empathy with VR use. The findings share critical insight into the impact of VR on student learning and the challenges of VR integration in a K-12 classroom.
{"title":"Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development","authors":"Ashley Riner, J. Hur, Jada Kohlmeier","doi":"10.1177/00472395221132582","DOIUrl":"https://doi.org/10.1177/00472395221132582","url":null,"abstract":"While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a mixed-methods quasi-experimental research approach and integrated a fully immersive VR (i.e., Oculus Quest) and non-immersive VR (i.e., 3D website) into 9th-grade social studies classrooms. The findings demonstrated that while the quantitative data did not demonstrate statistically significant improvement in knowledge development and classroom engagement after students use VR, qualitative data showed positive learning benefits and classroom engagement. Furthermore, statistically significant growth was observed in the development of historical empathy with VR use. The findings share critical insight into the impact of VR on student learning and the challenges of VR integration in a K-12 classroom.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121904885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-07DOI: 10.1177/00472395221118392
John Kerrigan, Geraldine Cochran, Sheila Tabanli, Matt Charnley, Sally Mulvey
As a result of the COVID-19 pandemic, faculty members transitioned their courses online. This paper describes how assessment practices were altered in online “active learning” STEM recitations at a large research university. Survey data collected for this study included aspects of the in-person recitation that were retained, lost, or modified due to emergency remote teaching. Findings indicate that assessment practices were altered from the traditional in-person recitation model. Many of these practices will continue to exist even when recitations are offered in person again. This study collates the perspectives of faculty to provide a window into assessment practices.
{"title":"Post-COVID Changes to Assessment Practices: A Case Study of Undergraduate STEM Recitations","authors":"John Kerrigan, Geraldine Cochran, Sheila Tabanli, Matt Charnley, Sally Mulvey","doi":"10.1177/00472395221118392","DOIUrl":"https://doi.org/10.1177/00472395221118392","url":null,"abstract":"As a result of the COVID-19 pandemic, faculty members transitioned their courses online. This paper describes how assessment practices were altered in online “active learning” STEM recitations at a large research university. Survey data collected for this study included aspects of the in-person recitation that were retained, lost, or modified due to emergency remote teaching. Findings indicate that assessment practices were altered from the traditional in-person recitation model. Many of these practices will continue to exist even when recitations are offered in person again. This study collates the perspectives of faculty to provide a window into assessment practices.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114748421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-07DOI: 10.1177/00472395221118365
Aweke Shishigu
Due to its emphasis on the integrated nature of what students need to learn, competency-based education is considered as the leading paradigm for innovation and development. Due to meager adaption of technology integration, the education system has been severely affected by COVID-19 pandemic. The aim of this study was to redesign the existing mathematics course in Ethiopian higher education to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was employed at Wachemo University, Ethiopia. The result of the study shows a significant improvement of students’ course achievement. The model was found to be essential for the transformation to ICT mediated learnin, which is the future most dominant factor. Due to the several challenges associated while implementing blended learning, this type of model is far important when trying to change the customary face-to-face environment to computer mediated one.
{"title":"Supplemental Blended Learning Model as an Approach Towards the Enhancement of Competency Based Education: An Experience from a Pedagogical Intervention","authors":"Aweke Shishigu","doi":"10.1177/00472395221118365","DOIUrl":"https://doi.org/10.1177/00472395221118365","url":null,"abstract":"Due to its emphasis on the integrated nature of what students need to learn, competency-based education is considered as the leading paradigm for innovation and development. Due to meager adaption of technology integration, the education system has been severely affected by COVID-19 pandemic. The aim of this study was to redesign the existing mathematics course in Ethiopian higher education to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was employed at Wachemo University, Ethiopia. The result of the study shows a significant improvement of students’ course achievement. The model was found to be essential for the transformation to ICT mediated learnin, which is the future most dominant factor. Due to the several challenges associated while implementing blended learning, this type of model is far important when trying to change the customary face-to-face environment to computer mediated one.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128103512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1177/00472395221114815
A. Szymanski, Andrea Paganelli, J. Tassell
This mixed-methods study focused on advanced student engagement, mathematics competence, and the influence of teachers in classrooms that used 3D printing to teach mathematics. Quantitative methods were used to understand changes in student perceptions of competence, engagement, and feelings regarding group work. Qualitative methods were used to explore teacher self-efficacy in teaching using Prototype Problem Solving and 3D modeling. The results indicated positive changes in student disengagement. It also highlighted the influence of teachers in implementing new pedagogy in the classroom as significant differences were found between groups of students based on school. The teacher participants indicated that in addition to learning how to use 3D modeling and printing in their classrooms, using Prototype Problem Solving Activities and the professional development that they received in this program inspired them to provide more creative opportunities when teaching mathematics in a heterogeneous classroom.
{"title":"3D Printing in the Mathematics Classroom: Results from a Pilot Study with Advanced Middle School Students","authors":"A. Szymanski, Andrea Paganelli, J. Tassell","doi":"10.1177/00472395221114815","DOIUrl":"https://doi.org/10.1177/00472395221114815","url":null,"abstract":"This mixed-methods study focused on advanced student engagement, mathematics competence, and the influence of teachers in classrooms that used 3D printing to teach mathematics. Quantitative methods were used to understand changes in student perceptions of competence, engagement, and feelings regarding group work. Qualitative methods were used to explore teacher self-efficacy in teaching using Prototype Problem Solving and 3D modeling. The results indicated positive changes in student disengagement. It also highlighted the influence of teachers in implementing new pedagogy in the classroom as significant differences were found between groups of students based on school. The teacher participants indicated that in addition to learning how to use 3D modeling and printing in their classrooms, using Prototype Problem Solving Activities and the professional development that they received in this program inspired them to provide more creative opportunities when teaching mathematics in a heterogeneous classroom.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122999147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.1177/00472395221098518
Lori L. Scarlatos
Despite all of the advances in educational technologies, the effectiveness of those technologies depends largely on how it is used by teachers. It is well understood that a major impediment to using technology in the classroom is instructors who don’t – or won’t – learn to use these technologies. Yet how to train these teachers, and what they need to learn, is still very much an open question. It is also the focus of this issue of the Journal. One key to learning anything is practice. Our first paper describes a program in which pre-service teachers practice their classroom management skills using mixed-reality simulations. Results from the pilot study indicate that these risk-free micro-teaching experiences help to prepare future teachers, both personally and professionally. The next three papers focus on helping teachers to develop and manage online learning. The first of these provides interesting insights into how to teach instructional design to education students, using a problem-based learning approach. In the pilot study, students were paired with subject matter experts, who served as clients, to provide a realistic instructional design challenge. The following paper explores how to build communities of practice in online classes. It is useful in that it describes specific tools and how they are used to create these communities of practice. The next paper examines strategies for having students make online presentations. In particular, this paper focuses on the use of hashtags with asynchronous presentations and their impact on student audience involvement. The last two papers are applicable to both online and classroom learning. The first of these looks at the effectiveness of different Powerpoint slide designs. It finds that presentations that incorporate informative imagery increases audience engagement and prompts more reflective learning. Our final paper reports on a study of children’s ability to read from various mediums. With so much learning content moving online, the findings of this study are very important for teachers and instructional designers alike.
{"title":"Editorial Overview","authors":"Lori L. Scarlatos","doi":"10.1177/00472395221098518","DOIUrl":"https://doi.org/10.1177/00472395221098518","url":null,"abstract":"Despite all of the advances in educational technologies, the effectiveness of those technologies depends largely on how it is used by teachers. It is well understood that a major impediment to using technology in the classroom is instructors who don’t – or won’t – learn to use these technologies. Yet how to train these teachers, and what they need to learn, is still very much an open question. It is also the focus of this issue of the Journal. One key to learning anything is practice. Our first paper describes a program in which pre-service teachers practice their classroom management skills using mixed-reality simulations. Results from the pilot study indicate that these risk-free micro-teaching experiences help to prepare future teachers, both personally and professionally. The next three papers focus on helping teachers to develop and manage online learning. The first of these provides interesting insights into how to teach instructional design to education students, using a problem-based learning approach. In the pilot study, students were paired with subject matter experts, who served as clients, to provide a realistic instructional design challenge. The following paper explores how to build communities of practice in online classes. It is useful in that it describes specific tools and how they are used to create these communities of practice. The next paper examines strategies for having students make online presentations. In particular, this paper focuses on the use of hashtags with asynchronous presentations and their impact on student audience involvement. The last two papers are applicable to both online and classroom learning. The first of these looks at the effectiveness of different Powerpoint slide designs. It finds that presentations that incorporate informative imagery increases audience engagement and prompts more reflective learning. Our final paper reports on a study of children’s ability to read from various mediums. With so much learning content moving online, the findings of this study are very important for teachers and instructional designers alike.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127092226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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