Future Classroom Research Articles

COMPARING TURKISH PRE-SERVICE STEM AND NON-STEM TEACHERS' ATTITUDES AND ANXIETY TOWARD ARTIFICIAL INTELLIGENCE

Identifying student teachers’ attitudes and anxiety toward artificial intelligence (AI) in regard to their field of study might be helpful in determining whether and how AI will be employed in their future classrooms. Hence, this study aims to compare pre-service STEM and non-STEM teachers’ attitudes and anxiety toward AI. In this quantitative research, the causal-comparative research design was adopted. The study involved 520 pre-service teachers from a faculty of education at a public university in Türkiye. Among all, 51.5% were pre-service non-STEM teachers while 48.5% were pre-service STEM teachers. Data were collected through the Turkish versions of “the General Attitudes toward Artificial Intelligence Scale” and “the Artificial Intelligence Anxiety Scale”. Diagnostic analytics were performed, and descriptive statistics and MANOVA were performed to analyse the data. As a result, pre-service teachers, in general, were mostly positive about AI, but undecided to be anxious about AI. STEM student teachers had more positive attitudes toward AI than non-STEM student teachers, and non-STEM student teachers were more anxious toward AI than STEM student teachers. The results imply that non-STEM teacher education curricula should be redesigned to be AI-integrated to better prepare teachers of the future as teachers with TPACK integrated with AI. Keywords: artificial intelligence, anxiety toward artificial intelligence, attitude toward artificial intelligence, pre-service STEM teacher, pre-service non-STEM teacher, pre-service teacher

Fun and Functional: Using Non-Digital Games to Promote Maths Engagement in Pre-service Teachers

Humans naturally engage in playful activities throughout their lives and play serves as a fundamental mechanism for cognitive development as well as the development of essential soft skills such as teamwork, decision-making, leadership, and communication. Recognizing this innate predisposition for play, educators are increasingly embracing gamification strategies into their classrooms. More attention has been driven to digital tools such as platforms Kahoot! and Duolingo which gained popularity and demonstrated the potential of game-based learning to increase engagement and knowledge retention. However, concerns about digital screen time fuelled a renewed interest in non-digital activities, including educational games. Non-digital games are often more accessible and affordable, making them suitable for schools with limited resources. Research suggests that non-digital games can effectively promote collaboration, communication, and critical thinking skills. In addition, they offer flexibility to teachers to adapt rules and scenarios to specific learning objectives and student needs. Recognizing the benefits of employing games as a pedagogical strategy, the first author of this study opted to incorporate game-based learning strategies into her classes, on a regular basis. Throughout the semester, various non-digital games were implemented, inspired on well-known classics such as memory card games, Monopoly and Pictionary. These games were carefully designed to address specific mathematics topics identified as either the most relevant or those where students revealed more difficulties. The participants in this study were pre-service pre- and primary school teachers enrolled in a maths undergraduate course. Since these students are future educators, the games served a dual purpose: improving current learning experiences and providing teaching resources for their future classrooms. At the end of the semester, a survey was conducted to evaluate students’ perceptions towards the use of games in the mathematics teaching-learning process. In this paper we describe some of the games used in this study and analyse the results of the survey. Previous studies reveal that students generally welcome the incorporation of games, perceiving them as effective tools for enhancing motivation and promoting positive learning outcomes. Our findings corroborate these studies.

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

“PE Is More Than Playing Kick Ball the Entire Hour”: Using Standards-Based Grading to Elevate Physical Education’s Status Among Preservice Physical Educators

Purpose: This study sought to examine how preservice physical educators conceptualize and intend to use standards-based grading (SBG) after receiving a 1-hr workshop on implementing SBG into a physical education (PE) setting. Methods: Using a qualitative descriptive approach, the researchers utilized class reflection assignments, a perceptions survey, and interviews with 10 undergraduate physical educators at a Midwestern university. Findings: The SBG workshop positively influenced participants’ views of the importance of PE, enhanced their attitudes toward organized and meaningful instructional planning, and shaped participants’ perceived norms and level of control when implementing SBG in their future classrooms. Discussion/Conclusion: SBG provides a means for preservice physical educators to validate their field and area of study and to visualize the interconnectedness of teaching, learning, and assessment within PE.

Introducing pre-service teachers to game-based learning

Game-based learning has increased research and interest in teacher education and teacher pedagogy. However, there is still much to learn about how teachers understand and feel about game-based learning pedagogy in the classroom. This study utilized a quantitative research methodology to better understand the changes in beliefs and attitudes toward game-based learning of teachers before and after experiencing game-based learning opportunities first-hand. The participants in this study were ninety-six pre-service teachers enrolled in a Child Growth and Development course at a public Hispanic Serving Intitution in South Central Texas University. Findings from this study indicate that pre-service teachers are comfortable using game-based learning pedagogy prior to any game-based learning interventions. Specifically, game knowledge, game content knowledge, and game pedagogical content knowledge, had a strong positive relationship with learning opportunities, attitudes towards game-based learning and overall acceptance of digital game-based learning score. Access to game-based learning experiences significantly increased teachers’ game pedagogical knowledge, game content knowledge, and experience with games knowledge. Overall, pre-service teachers’ personal experiences with gaming and attitude towards gaming is one of the key factors that contributes to their positive attitudes towards game-based learning and their ability to see the learning opportunities games have in their future classrooms.

The weather today rocks or sucks for my tree: exploring the understanding of climate impacts on forests at high school level through tweets

Abstract. With the progression of global warming, impacts on the human sphere will undoubtedly increase. One prominent example at mid-latitudes is the stress on forests caused by climate change, which the BayTreeNet project (https://baytreenet.de/, last access: 30 July 2024) addresses from an interdisciplinary viewpoint. Scientists from physical climatology, dendroecology, and educational research collaborate to examine how long-term changes in weather patterns affect the state of trees, and how the atmosphere–tree relation can be used to the advantage of improving the communication of climate change effects to, in particular, high school students. This article presents a 1-week case study for the summer of 2021, when a distinct variability in weather patterns induced significant tree responses. The students of seven selected partner schools commented on the measured tree and weather data, which were available in real time, in the form of tweets and in conjunction with their educational geography program. The analyses of the tweets reveal that the students succeed in verbalizing the measured weather and, furthermore, manage to draw links between the stem diameter changes in trees and the weather variability. Problems arise with the use of less perceivable variables like the sap flow in the trees; also, the student posts exhibit shortcomings in establishing causal connections. Hence, the case study points to a discrepancy between describing basic environmental information and appreciating or understanding the underlying mechanistic links. This point will serve to refine future classroom concepts and, moreover, to enhance the communication of climate change effects on forests to the general public.

A future classroom lab with active and gamified STEAM proposal for mathematics and science disciplines: Analyzing the effects on pre-service teacher’s affective domain

The recent emergence of innovative learning spaces, Future Classroom Lab (FCL), provides educators the use of physical learning spaces (to research, interact, exchange, develop, create, and present) and diverse technological tools to work according to active methodologies. Learners become more active in the learning process with the introduction of innovative learning environments that enable the application of interdisciplinary STEAM methodology and foster the development of 21st century competences. This study aims to uncover the probable link between application active and gamified STEAM educational interventions in the FCL and Pre-Service Teachers’ (PSTs) affective domain. The findings obtained showed statistically significant variations and, therefore, positive effects on the PSTs’ affective domain (self-efficacy, attitude, and emotion) after performing the intervention. The sample consisted of a total of 54 PSTs enrolled in the second year of Primary Education. Limited studies regarding the affective domain in the FCL were found, which restricted the comparison with prior research. This study has several implications, such as the introduction of innovative educational proposals to PSTs at the university level and, consequently, the implementation of similar interventions in elementary schools. This research intended to reveal how the different variables work as a support system for students’ learning process in mathematics and science disciplines.

쓰기 과제 수행에서 국내외 한국어 학습자의 온라인 도구 사용 현황 연구 -기계번역과 생성형 AI를 중심으로-

This study investigated the perceptions and utilization of online tools in writing by Korean language learners. A survey questionnaire was distributed, asking learners about their attitudes towards writing, the online tools they use, their purposes for using these tools, and their satisfaction levels. The survey received 100 responses, with 50 learners studying in Korea and 50 studying in the US. The results indicated that the Korean language learners primarily use machine translators to look up the words and expressions. While there were no statistically significant differences between the student groups studying in Korea and the US, students in the US reported higher satisfaction levels with tool accessibility. Additionally, learners who were more open to trying new technologies were more satisfied with using online tools in their writing. Lastly, satisfaction levels in using machine translators or generative AIs did not show statistically significant differences between the student groups, but students in the US expressed a higher willingness to continue using these tools. This study contributes to the field by analyzing learners’ use of online tools and highlighting the growing need to integrate these tools in future classrooms.

Do student teachers experience self-worth threats in computational thinking?

TheoryThe successful implementation of computational thinking into primary schools requires that primary school teachers feel safe and confident in teaching this topic to young learners. However, many student teachers face low expectancy of success and heightened anxiety towards computational thinking. Self-worth theory suggests that this may lead to a self-worth threat and in consequence to engagement in self-protective behaviours, hampering the successful acquisition of skills needed to implement computational thinking into their future classrooms. AimsThis study aims to investigate potential self-worth threats as amplifiers of student teachers’ resistance to engage in computational thinking. Method323 student teachers participated in the study. Participants filled out a questionnaire on expectancy of success and anxiety towards computational thinking, and rated how likely they were to engage in self-protective behaviours, i.e., self-handicapping, avoiding novelty, and academic cheating, when learning about computational thinking at the start of the semester. ResultsStudents showed heightened levels of anxiety and low levels of expectancy towards computational thinking. Further, they reported that they would be likely to engage in self-protective behaviours. A structural equation model showed that anxiety towards computational thinking was positively related to self-protective behaviours. Moreover, expectancy had a negative indirect effect via anxiety towards computational thinking on self-protective behaviours. DiscussionStudent teachers might experience self-worth threats when learning about computational thinking and engage in self-protective behaviours that might hamper their success. Our findings caution the impact of possible self-worth threats on teaching methods, thus influencing children's learning in the 21st century.

The Future Classroom: Analyzing the Integration and Impact of Digital Technologies in Science Education

The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.

Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning

<p style="text-align:justify">This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers’ geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.</p>

Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers

Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education. Design/methodology/approach AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI. Findings Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development. Originality/value Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.

Pre-Service Teachers’ Inclination Towards the Utilization of Cloud-Based Technologies

By harnessing the power of 21st-century, the use of cloud computing resources in higher education has emerged as a hot area for deploying innovative technologies in teaching and learning. Accordingly, the core objective of the present study is to analyze the inclination towards the utilization of cloud-based technologies among pre-service teachers in the present digital environment. Based on studies reviewed, a research model was developed with five usability factors - perceived usefulness, perceived ease of use, perceived security, frequency of usage, and behavior intention. Quantitative survey method was used to collect data among 252 pre-service teachers in Karaikudi locality. Factor Analysis, Percentage Analysis, Pearson Correlation Analysis, Multiple Linear Regression Analysis were employed for data analysis Statistical analysis of the data indicates that pre-service teachers exhibit a favorable inclination towards using cloud-based technologies with a moderate extent, which is predominantly influenced by perceived ease of use. It is evident from the present study that pedagogical approaches need to change for successful integration of technology in future classrooms and for the development of sustainable educational practices.

‘Don’t hog, share and just let your imagination flow’: lessons from structured and unstructured loose parts play in middle primary school classrooms

AbstractDespite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9–10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children’s surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.

Developing pre-service teachers’ intercultural communication competence: Learning through extracurricular informal digital learning of English

Intercultural communication and language proficiency have become increasingly essential in preparing Indonesian EFL pre-service teachers (PSTs) for cultural diversity. Indonesian EFL PSTs only communicated English to people with the same majors or educational background. This study explores the implication of developing PSTs’ intercultural communication competence (ICC) at one of the universities in Indonesia that designed and implemented informal digital learning of English (IDLE) as an extracurricular program. Thirty-seven university PSTs from various multicultural backgrounds with insufficient overseas experiences (such as exchange programs or internship programs) participated in this study. We conducted the study –for one semester during the pandemic, where the PSTs mainly communicated in online environments. Combining the analysis from observations, artifacts, diaries, and interviews, this study reports that engaging in extracurricular IDLE potentially unlocked PSTs to 1) become aware of the value of their own cultural background and biases in developing their perception of other cultures and 2) evaluate their English language choices that potentially affected on how they addressed some topics and interpretation with overseas friends (OFs). Furthermore, this study provides insight into the benefits of implementing ICC for PSTs, especially in language development, and how they perceived this as a motivation for designing their future classroom practices.

Sustaining the ethos of togetherness in multicultural schools in Denmark: student teachers’ reflections and experiences

ABSTRACT In the Danish educational context, the concept of togetherness [Danish: fællesskab] occupies a unique position. It extends beyond mere fellowship, encompassing a profound sense of community and a common spirit. Utilising a twofold theoretical framework underpinned by critical multiculturalism and complemented by scholarship on the concept of togetherness, this paper explores the experiences and reflections of Danish student teachers concerning the notion of togetherness in the context of multicultural schooling. The data were derived from fourteen individual interviews with Danish student teachers who were in the final year of their educational journey through teacher education at the time of the study. The findings indicate that, on the one hand, the participants attached importance to establishing and sustaining the ethos of togetherness in their future classrooms, whilst on the other, they reported a deficiency in the practical knowledge required to actualise togetherness in contemporary multicultural educational settings.

Preservice Elementary Teachers and Future Civic Teaching

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed.

"We are not being taught sustainable citizenship!"

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Higher education institutions worldwide show an interest in enhancing their internationalisation initiatives by integrating innovative teaching approaches into formal curricula. A main concern is to ensure that preservice teachers enter future classrooms with a high level of civic competence. The aim of this study was to investigate the challenges and opportunities confronted within a professional development programme designed to promote preservice teachers’ competencies for democratic culture. The professional development programme was a three-year Erasmus+ KA2 programme involving the development of teacher training modules inspired by and aimed at developing competencies from the Reference Framework of Competencies for Democratic Culture. Its objective was to integrate digital resources within practicum-based learning modules based on democratic citizenship values. Following the implementation of the programme, a SWOT analysis (strengths, weaknesses, opportunities and threats) was conducted to gather data on the programme’s potential to support preservice teachers’ civic competencies. The SWOT analysis was completed by ten teacher educators from five different university departments located in two metropolitan cities in central and northern Greece. Thematic analyses were used at a case and group level. The results showed that the online affordances of the programme, combined with each department’s practicum-based learning modules, could effectively support the development of preservice teachers’ civic competencies, provided that resources were adapted with a human-centred sensitivity to the specificities of each context. In alignment with worldwide teacher education trends, we advocate for the implementation of similar programmes in the future as a ‘participatory internationalisation at home’ strategy for supporting teacher online collaboration and peer learning.

Preservice Teachers’ Perceptions of AI in Education

This study explores the integration of generative AI tools into multiple-subject and single-subject teaching credential courses at California State University Sacramento during the Fall 2023 and Spring 2024 semesters. The study involved 210 teacher candidates per semester, most of whom had no prior experience with AI in education. Through a series of AI-focused assignments and a survey, the study investigated preservice teachers' perceptions, experiences, and concerns regarding the use of AI tools in educational settings. The assignments aimed to introduce AI tools, encourage experimentation, and facilitate discussions on the potential benefits and challenges of AI in education. The survey results revealed that a significant majority of participants (88.9%) used generative AI tools for personal learning or teaching preparation, with 92% using text generators like ChatGPT. However, opinions were mixed regarding the adoption of AI in future classrooms, with 49% in favor, 41.2% uncertain, and 9.8% opposed. Key concerns included overreliance on technology and ethical issues. The study concludes that while preservice teachers show enthusiasm for experimenting with AI tools and acknowledge their potential to enhance learning experiences, there is a need for ongoing training and support to ensure ethical and effective implementation. The findings suggest that incorporating AI assignments into the curriculum can provide valuable experiences and prepare preservice teachers for the growing role of AI in education.