Despite numerous studies indicating the positive contribution of 3D modeling and printing (3DMP) in learning settings, its current educational use is still rather limited. For the adoption of 3DMP in classrooms, it is critical to understand the views and perceptions of teachers on such new technology. To better understand how teachers perceive 3DMP, a longitudinal study was conducted with 73 Montenegrin secondary school teachers. The study used the Hype Cycle for Emerging Technologies approach to examine changes in teachers' views and perceptions of 3DMP over four time periods: before a workshop on using 3DMP in teaching, immediately after the workshop, three months later, and one year later. Results showed that teachers were motivated to use 3DMP to keep up with new technological trends, create classroom materials, promote inclusion, and STEM learning, and improve students' learning outcomes. The peak of inflated expectations (immediately after the workshop) is characterized by excessively high teacher expectations of 3DMP in terms of perceived pedagogical impact (PPI), perceived usefulness (PU), and barriers (BAR), while teachers' anxiety (ANX) is low; trough of disillusionment (3 months after the workshop) leads to a significant decrease in teachers' positive views and perceptions of PPI, PU, BAR, but an increase in ANX; the slope of enlightenment (one year after the workshop) leads to a recovery in teachers' positive views and perceptions of 3DMP's contribution to PPI, PU, but also BAR, while ANX significantly decreases. These findings provide recommendations for teacher educators, policymakers, 3DMP developers, and future researchers to better support the use of 3DMP in education.

Assessment is central to teaching and learning, and recently there has been a substantive shift from paper-and-pencil assessments towards technology delivered assessments such as computer-adaptive tests. Fairness is an important aspect of the assessment process, including design, administration, test-score interpretation, and data utility. The Universal Design for Learning (UDL) guidelines can inform assessment development to promote fairness; however, it is not explicitly clear how UDL and fairness may be linked through students’ conceptualizations of assessment fairness. This phenomenological study explores how middle grades students conceptualize and reason about the fairness of mathematics tests, including paper-and-pencil and technology-delivered assessments. Findings indicate that (a) students conceptualize fairness through unique notions related to educational opportunities and (b) students’ reason about fairness non-linearly. Implications of this study have potential to inform test developers and users about aspects of test fairness, as well as educators data usage from fixed-form, paper-and-pencil tests, and computer-adaptive, technology-delivered tests.

The purpose of this article is to investigate how to use a strengths-based lens that is highly contextualized, in an ecology (i.e., online graduate course) that shows the value of the socio-emotional interactions or climate. I used an autoethnographic approach to problematize myself so that I could ask contemplative questions as a result of reflection. My data collection process drew upon personal narrative, reflection, and anecdotes, which I analyzed in a graduate-level online learning context with a strengths-based lens to shed light on broader U.S. higher education online learning cultural and theoretical concepts such as organizational justice theory, connectivism, digital learning ecosystems, inclusive design, design justice, and strengths-based learning approaches. Three key cultural phenomena are revealed in this autoethnography. Finally, I discuss this study’s limitations, some implications for faculty, IDs, and SMEs, and suggest areas for further research.

This system-level ethnographic study of a strength-based approach to transforming a national invention education program makes visible how program leadership drew on research and their own expertise to shift who and how they served. With data analysis grounded in program reports, documentation, and internal and published research, the program’s developmental trajectory is (re)constructed and (re)presented with contextual details provided by program leadership to bring forward how facets of a strength-based approach informed the overtime transformation. Working in conjunction with program leadership to identify common design elements across new program offerings, this study presents this program’s principles for designing for instruction and considerations for curricular integration of invention education into K-14 educational institutions. Furthermore, how these principles align with a strength-based approach are discussed.

While recent research has extensively explored the potential use of Virtual Reality (VR) in educational contexts, limited knowledge exists regarding teachers’ willingness to further their understanding of VR and its applications in education. Therefore, this study aims to investigate how various demographic factors and attitudes toward VR influence educators’ curiosity about this technology. Using the boosting classification machine-learning algorithm, we analyzed the responses of 324 educators from Europe and Eurasia. The findings reveal that the regularity of undergoing pedagogical training exerts the strongest influence on educators’ interest in learning about VR technology, underscoring the importance of consistent training opportunities. Additionally, frequent personal testing and use of VR technology, along with the duration of professional education in pedagogy, significantly affect educators’ curiosity. Age and gender identity also play influential roles, with older educators and males exhibiting greater curiosity. Notably, educators’ awareness of VR technology has a relatively lower impact. Furthermore, the total years of teaching experience and prior use of VR technology in teaching have minimal effects on educators’ curiosity. These findings emphasize the significance of providing high-quality pedagogical training to familiarize educators with VR technology and its potential benefits in educational settings, carrying substantial implications for policymakers.