This case study reports on the perceptions and dialogic behaviors of 15 preservice K-12 teachers engaging in simulation-based teaching practice with AI-powered student agents. Data included transcripts of text-based classroom dialogue, interviews, observations, and conversation logs. Using mixed-methods analyses and a framework of ambitious…

Extended reality (XR) technologies can bring immersive learning experiences into the classroom, and pre-service teachers need to be prepared to use them for that to happen. As a first step, it is important to contextualize and understand pre-service teachers' experiences and beliefs about these technologies. In response, this mixed methods study…

This study examines how active learning principles and considerations are reflected in preservice teachers' learning experiences with augmented reality (AR) and how they conceptualize its use in their future classrooms. Twenty-eight preservice teachers, including three interviewed participants, were surveyed about their experiences with AR and…

This paper addresses educators' use of a simulated teaching environment and its relationship to changes in indices associated with equitable and culturally responsive teaching practices. Included in the study are data from 48 educators, who spent a minimum of 4 hours and 30 minutes completing 17 sessions in the provided modules, followed by…

Intercultural sensitivity involves recognizing, understanding, and valuing the diverse perspectives, behaviors, and norms of individuals from different cultural backgrounds and appropriately responding to cultural differences in ways that promote mutual respect. Intercultural sensitivity requires empathy, openness, and a willingness to challenge…

Current efforts to prepare teachers for integrating computational thinking (CT) into disciplinary areas often do not ensure equitable CT experiences for students. This study examined teachers' CT integration by applying the Accessible Computational Thinking (ACT) Framework designed to align elementary science teachers' professional learning and…