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1. Situating presence within extended reality for teacher training: Validation of the eXtended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video

   Gandolfi, E. (January 2021, British journal of educational technology)

   null (Ed.)

   The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video. 

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2. Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers

   Gandolfi, E.; Austin, C.; Heisler, J.; Zolfaghari, M. (January 2021, Journal of technology and teacher education)

   Kosko, K. W.; Ferdig, R. E.; Roche, L. (Ed.)

   Immersive videos for training pre-service teachers (PST) are becoming increasingly important and, yet, inadequately investigated. This article focuses on the role of presence as a possible aid in 360 videos for future educators, presenting the results of a study involving 118 PSTs. A multiple factor analysis of the Extended Reality Presence Scale was directed for understanding possible subfactors covering this construct and the potential role of content area and major in influencing PSTs’ viewing experiences. In addition, written noticings regarding 360 videos were collected for exploring correlations between themes noticed and degrees of presence. Results point at 1) three subfactors – i.e., emotional connectivity, co-presence, and awareness of self – composing the feeling of presence, 2) the impact of PSTs’ major on experiencing co-presence, and 3) how presence is positively correlated to a better focus on students and negatively correlated to content in participants’ noticing. 

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3. Integrating Generative AI in Teacher Education: Pre-Service Teachers’ Perspectives, Attitudes, and Design Challenges

   https://doi.org/10.1080/02568543.2025.2581712  

   Yadav, Aman; Lachney, Michael; Hu, Amber; Tavernier, Lyle (December 2025, Journal of Research in Childhood Education)

   As generative AI (GenAI) becomes an integral component of the socio-technical landscape in teaching and learning, it is crucial for teacher education programs to prepare pre service teachers to assess its affordances and limitations. However, research on pre-service teachers’ attitudes toward GenAI is still emerging. Understanding these perspectives is essential for informing teacher education programs about where pre-service teachers stand and how to advance their AI literacy. This article explores pre-service teachers’ understanding and application of GenAI for their envisioned future classrooms. We collected data from pre-service teachers at a Midwestern United States public university, analyzing 17 survey responses quantitatively and conducting qualitative analyses of eight interviews and two lesson design challenge case studies. Our findings indicate that pre-service teachers generally held positive views about GenAI, particularly in terms of its potential for lesson planning, resource creation, and reducing workload. However, they expressed concerns about students’ over-reliance on AI, which they thought could potentially undermine teacher-student interactions. Furthermore, the study found that pre-service teachers identified limitations while using ChatGPT for lesson design and recognized its shortcomings, especially when they had strong content knowledge. 

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4. Improving STEM education: The design and development of a K-12 STEM observation protocol (STEM-OP).

   Dare, E.A.; Hiwatig, B.; Karatithamkul, K.; Ellis, J.A.; Roehrig, G.H.; Ring-Whalen, E.A.; Rouleau, M.D.; Faruqi, F.; Rice, C.; Titu, P.; et al (January 2021, ASEE Annual Conference proceedings)

   null (Ed.)

   Integrated approaches to teaching science, technology, engineering, and mathematics (commonly referred to as STEM education) in K-12 classrooms have resulted in a growing number of teachers incorporating engineering in their science classrooms. Such changes are a result of shifts in science standards to include engineering as evidenced by the Next Generation Science Standards. To date, 20 states and the District of Columbia have adopted the NGSS and another 24 have adopted standards based on the Framework for K-12 Science Education. Despite the increased presence of engineering and integrated STEM education in K-12 education, there are several concerns to consider. One concern is the limited availability of observation instruments appropriate for instruction where multiple STEM disciplines are present and integrated with one another. Addressing this concern requires the development of a new observation instrument, designed with integrated STEM instruction in mind. An instrument such as this has implications for both research and practice. For example, research using this instrument could help educators compare integrated STEM instruction across grade bands. Additionally, this tool could be useful in the preparation of pre-service teachers and professional development of in-service teachers new to integrated STEM education and formative learning through professional learning communities or classroom coaching. The work presented here describes in detail the development of an integrated STEM observation instrument that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the instrument began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education. As part of the instrument development process, the project team had access to over 2000 classroom videos where integrated STEM education took place. Initial analysis of a selection of these videos helped the project team write a preliminary draft instrument consisting of 52 items. Through several rounds of revisions, including the construction of detailed scoring levels of the items and collapsing of items that significantly overlapped, and piloting of the instrument for usability, items were added, edited, and/or removed for various reasons. These reasons included issues concerning the intricacy of the observed phenomenon or the item not being specific to integrated STEM education (e.g., questioning). In its final form, the instrument consists of 10 items, each comprising four descriptive levels. Each item is also accompanied by a set of user guidelines, which have been refined by the project team as a result of piloting the instrument and reviewed by external experts in the field. The instrument has shown to be reliable with the project team and further validation is underway. This instrument will be of use to a wide variety of educators and educational researchers looking to understand the implementation of integrated STEM education in K-12 science and engineering classrooms. 

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5. Improving Integrated STEM Education: The Design and Development of a K-12 STEM Observation Protocol (STEM-OP) (RTP)

   Dare, E. A.; Hiwatig, B.; Keratithamkul, K.; Ellis, J. A.; Roehrig, G. H.; Ring-Whalen, E. A.; Rouleau, M. D.; Faruqi, F.; Rice, C.; Titu, P.; et al (January 2021, ASEE Annual Conference proceedings)

   null (Ed.)

   Integrated approaches to teaching science, technology, engineering, and mathematics (commonly referred to as STEM education) in K-12 classrooms have resulted in a growing number of teachers incorporating engineering in their science classrooms. Such changes are a result of shifts in science standards to include engineering as evidenced by the Next Generation Science Standards. To date, 20 states and the District of Columbia have adopted the NGSS and another 24 have adopted standards based on the Framework for K-12 Science Education. Despite the increased presence of engineering and integrated STEM education in K-12 education, there are several concerns to consider. One concern is the limited availability of observation instruments appropriate for instruction where multiple STEM disciplines are present and integrated with one another. Addressing this concern requires the development of a new observation instrument, designed with integrated STEM instruction in mind. An instrument such as this has implications for both research and practice. For example, research using this instrument could help educators compare integrated STEM instruction across grade bands. Additionally, this tool could be useful in the preparation of pre-service teachers and professional development of in-service teachers new to integrated STEM education and formative learning through professional learning communities or classroom coaching. The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the STEM-OP began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education. As part of the instrument development process, the project team had access to over 2000 classroom videos where integrated STEM education took place. Initial analysis of a selection of these videos helped the project team write a preliminary draft instrument consisting of 79 items. Through several rounds of revisions, including the construction of detailed scoring levels of the items and collapsing of items that significantly overlapped, and piloting of the instrument for usability, items were added, edited, and/or removed for various reasons. These reasons included issues concerning the intricacy of the observed phenomenon or the item not being specific to integrated STEM education (e.g., questioning). In its final form, the STEM-OP consists of 10 items, each comprising four descriptive levels. Each item is also accompanied by a set of user guidelines, which have been refined by the project team as a result of piloting the instrument and reviewed by external experts in the field. The instrument has shown to be reliable with the project team and further validation is underway. The STEM-OP will be of use to a wide variety of educators and educational researchers looking to understand the implementation of integrated STEM education in K-12 science and engineering classrooms. 

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