Search

The purpose of this chapter is to present the use of Arduino in engineering design-based STEM activities at the secondary school level in K-12 education. Examples of the use of Arduino and the free Arduino Science Journal mobile application are also presented along with different stages of the design process in engineering design-based thematic activities (e.g., greenhouse design, noise pollution, etc.). The widespread use of the user-friendly Arduino Science Journal App in STEM education activities will contribute to the development of students' scientific process skills (e.g., observation, measurement, data recording, reading graphics, and interpreting data). This chapter presents examples of using Arduino in engineering design-based activities for science teacher educators.

The educational potentials of using student response systems (SRSs) as emerging mobile technologies in higher education classrooms are increasing. The need to understand and integrate these technol...

Computer vision has the potential to play a significant role in capacity building for classroom instructors via automated feedback. This paper describes the implementation of an automated sensing and feedback system, TEACHActive. The results of this paper can enable other campuses to replicate a similar system using open-source software and consumer-grade hardware. Some of the challenges discussed include faculty recruitment, IRB procedures, camera-based classroom footage privacy, hardware setup, software setup, and IT support. The design and implementation of the TEACHActive system is being carried out at Iowa State University and is being tested with faculty in classrooms pilots. Preliminary interviews with instructors show a desire to include more active learning methods in their classrooms and overall interest in a system that can perform automated feedback. The primary results of this paper include lessons learned from the institutional implementation process.

This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months’ duration. The data analysis revealed that the factors affecting faculty members’ planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms. Implications for practice or policy: Technology mentoring programs can improve faculty teaching practices with technology in higher education classrooms. Faculty members’ technology integration behaviour can be supported by addressing the challenges, including lack of time and motivation, insufficient technological knowledge and classroom management problems. The technology integration awareness of faculty members can be developed by improving the teaching and learning environment with the support of administrators, peers and students and providing the required time and incentives to integrate technology.

In the present work, SnO2 was successfully coated on mild steel (MS) by the sol–gel method at different times (15,30,45 min). These coatings were developed to improve the performance of corrosion p...

In this research work, the photocatalytic degradation methyl orange (MO) was carried out using Al2O3-NP/InSnO2 nanocomposite under UV illumination. The Al2O3-NP electrode was successfully formed by a two-step anodization method and Al2O3-NP/InSnO2 electrode was obtained via the sol–gel spin coating method. The structural properties of the samples have been characterized by a series of techniques, including field-emission scanning electron microscope, energy-dispersive X-ray spectroscopy, Fourier transform infrared spectroscopy, and the contact angle and surface energy measurements. The influence of variables such as initial MO concentration, initial pH value, temperature, and reusability was researched. The kinetics of the photocatalytic degradation of MO can be best described by the pseudo-first-order model. Moreover, the activation energy (Ea), change of enthalpy (ΔH), free energy (ΔG), and entropy (ΔS) are evaluated. The activation energy has been found at 20.89 kJ/mol. The results indicated that the Al2O3-NP/InSnO2 photocatalyst has an excellent activity for photocatalytic degradation in the treatment of wastewater.

Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop...

Yenilenebilir ve sürdürülebilir bir enerji şekli olarak fosil yakıtların yerini alabilecek başlıca enerji kaynaklarından biri olan hidrojen, temiz emisyon ve yüksek dönüşüm verimliliği nedeniyle artan bir ilgi görmektedir. Suyun elektrolizi ile H2 üretimini daha verimli ve ekonomik hale getirmek için, elektrotların aşırı gerilimlerinin azaltılması ve aynı zamanda, iyi bir elektrokatalitik etkinliğe sahip ucuz ve kararlı elektrotların seçilmesini gerektirir. Bu çalışmada, CuO nanoyapılar, kimyasal teknikle sentezlenmiştir.CuO nanoyapıların morfolojileri ve yapıları, FE-SEM, BET ve XRD ile ayrıntılı olarak karakterize edilmiştir. Üç farklı morfolojiye sahip CuO nanoyapılar (Nanorod, nanoflake ve nano-çiçek) elde edilmiştir Elde edilen malzeme yüzeylerinin ıslanma davranışını belirlemek için temas açısı ölçümleri kullanılmıştır. Elektrotların hidrojen oluşum reaksiyonundaki elektrokatalitik etkinliği hakkında bilgi edinmek amacıyla katodik polarizasyon, açık devre-süre ölçümleri, impedans ölçümleri ve Mott-Schottky analizi 1M KOH çözeltisinde gerçekleştirilmiştir. Ayrıca, alkalin elektroliz için elektrotların enerji tüketim verimlilikleri incelenmiştir., Hydrogen which is a renewable and sustainable form of energy to replace fossil fuels has been has been attracted great interest because of clean emission and high conversion efficiencies. To make water electrolyzer more profitable and economical, the selection of electrodes having low overpotentials, low- cost and stable with well electrocatalytic activity is required. In this study, CuO nanostructures were fabricated by chemical techniques. The morphologies and structures of CuO nanostructures were studied in detail by FE-SEM, BET, and XRD. Three different morphologies of CuO (Nanorod, nanoflake and nano-flower nanostructures) were synthesized. The contact angle measurements were carried out to state the surface properties of the synthesized materials. The cathodic polarization, open circuit potential-time measurements, impedance measurements and Mott-Schottky analysis were carried out in 1M KOH solution to determine the electrocatalytic performance of electrodes in hydrogen formation reaction. Besides, energy consumption efficiencies of electrodes for alkaline electrolysis were investigated.

Background: Teachers play a prominent role in facilitating the integration of engineering into school instruction. There is an extensive body of literature that has addressed the delivery of engine...

The purpose of the study was to analyze the development of middle school science teachers’ understanding of engineering design process. The study conceptualized engineering design process that serves as an important context for integrating engineering into K-12 science instruction and described patterns teachers might use to move towards a more sophisticated understanding. Qualitative case study method was employed to systematically investigate differences in science teachers’ understanding of engineering design process. The procedures of the study included development of an initial version of an engineering design process progression, delivery of a teacher professional development program, and development of the final version of the progression following revisions. The teacher professional development program was implemented with 30 middle school science teachers and was used to collect data for refinement of the initial version of the progression. Data sources included informative literature, teacher logs, and clinical interviews. Results indicated that a higher level of understanding pointed to a recognition of the contribution of engineering design to the society and the iterative nature of engineering design process. This level of understanding was also shown to contain possible confusions of the design steps; redesign and communication. Implications of the study contribute to future research and thinking about middle school science teachers’ understanding of the engineering design process from novice to sophisticated level.

The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members’ adoption of technology into their teaching practices. Following the embedded-case design method, this study investigated a one-to-one mentoring process within the program using TPACK as a framework for the analysis. The analysis of faculty experience revealed that the mentoring project had a positive influence not only on the teaching strategies of the instructor whilst delivering the content, but on the attitudes towards technology utilisation in general within the higher education context.

Natural inhibitors including plant extracts and their pure metabolites have become important as environmentally acceptable, low-cost, readily available and renewable source for a wide range of corrosion inhibitors. In the current study, the inhibitory effect of the methanol extract of Gentiana olivieri and its fractions on the corrosion of mild steel in a 0.5 M HCl solution were investigated using potentiodynamic polarization and electrochemical impedance spectroscopy (EIS). The chemical compositions of the methanol extract and its fractions were identified by high-performance liquid chromatography (HPLC). EIS results showed maximum inhibition efficiency (93.7%) at an inhibitor concentration of 800 mg/L. Polarization curves indicated that the plant extract and its fractions are mixed-type inhibitors. Surface analyses (SEM/EDX) were carried out to establish the corrosion-inhibitive properties of the samples. Thermodynamic parameters (Ea, ΔH°, ΔS°, ΔG°) were also examined. Keywords: Gentiana olivieri, Mild steel, EIS, Acid inhibition, SEM/EDX

This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch‐speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators' profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty‐first century. In the discussion section, the implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedago...

The purpose of the study was to observe the indicators of science teachers’ technological pedagogical content knowledge (TPACK) using a video-based research method. The study was conducted with fou...

Open educational resources (OER) offer opportunities for pedagogical change through participatory practices in higher education. Open pedagogy emerged as a teaching practice to empower learners in the creation of OER content. This chapter presents three cases where open pedagogy was put into practice in a higher education institution. The three cases were within blended, online, and face-to-face courses where students engaged in the creation of public and openly licensed educational artifacts. Each case utilized a different form of renewable assignment within the three learning contexts. This chapter describes the open pedagogy practices followed in these courses. The importance of scaffolding to support learning throughout the phases of integrating renewable assignments into the courses is highlighted. A set of design guidelines and recommendations for future implementation of renewable assignments is presented.

The synthesis of Ag nanoparticles (NPs) on titanium dioxide nanotubes (TiO2 NTs) was synthesized via chemical reduction technique. In addition, ZnO nanorods were deposited on TiO2 NTs via hydrothermal method. First of all, TiO2 NTs were produced by the two-step anodization method. The antibacterial/antifungal activity of the prepared materials was investigated in biological applications. Moreover, Ti-based nanostructures have been extensively used as an implant material. For this purpose, the corrosion behavior of the fabricated materials was examined in the simulated body fluid (SBF) solution by electrochemical techniques. Morphological and structural analysis of the materials was studied with field emission scanning electron microscopy (FE-SEM) and X-ray diffraction (XRD) method. FE-SEM images showed that well-ordered top-open TiO2 nanotubes with pore diameter of around 85.29 ± 6.09 nm and tube length of about 20.49 ± 0.33 μm were formed. Furthermore, micro hardness and contact angle tests were performed. From electrochemical impedance spectroscopy (EIS) results, the highest resistance value of ZnO-TiO2 NTs at exposure of 7th days showed that ZnO nanorods provide an important protection against corrosion by blocking the tube channels of TiO2 NTs. Furthermore, ZnO-TiO2 NTs showed antifungal activity, while Ag-TiO2 NTs exhibited antibacterial activity.

Kinetics, thermodynamics and isotherm studies o f malachite green (MG) adsorption by orange peel (OP) modified w i t h ethanol, calcium chloride and sodium hydroxide were performed. E f f e c ts o f i n iti a l dye c o n c e n tr a ti o n , t e m p e r at u r e a n d p H o n the a d s orp ti o n w e r e studied at the different c o n tact t i m es . T h e a m ou n ts o f MG adsorb ed onto OP increased w ith increasing c o n tact t i m e, i n itial d y e c on c e n trati o n , s o l u ti o n t e m p e r a t ur e, and pH . M a x i m u m dye adsorption w as about 92.90 % u n d e r all the e x p e r i m e n tal c o n d iti o ns . Percent desorption of MG from the surface of OP was lower in the alkali and HCl solutions and higher in an acetone-water mixture of 50%. Adsorption kinetics was best fit the pseudo-second order model with correlation coefficients of 0.99 and 1 for the concentrations studied. Thermodynamic results indicated a spontaneous adsorption. A d s orp ti o n i s o t h e r m obeyed t h e La n g m u ir m od el. The Langmuir adsorption capacity was determined as 14.55 mg g -1 . FT-IR and SEM analyses were also recorded before and after the adsorption.

WOS: 000407222300050 In present work, the two-step anodization technique was applied for synthesis of TiO2 nanotube (NT). Silver and diamond like carbon (DLC) were coated on the surface of as prepared TiO2-NT using chemical reduction method and MW ECR plasma system. The morphology, composition and structure of the electrodes were examined by field emission scanning electron microscopy (FE-SEM), energy dispersive X-ray spectroscopy (EDX) and X-ray diffraction (XRD). The results showed that Ag nanoparticles, having size in the range of 48-115 nm, are evenly distributed on the top, inside and outside surface of TiO2-NT and when DLC was coated on the surface of TiO2-NT and TiO2-NT-Ag, the top of nanotubes were partially open and the pore diameter of hexagonal structure decreased from 165 nm to of 38-80 nm. On the other hand, the microhardness test and contact angle measurements revealed that additions of Ag and diamond like carbon have a positive effect on the mechanical properties of TiO2-NT film. The electro-catalytic properties of the electrodes towards the hydrogen evolution reaction (HER) were investigated by the electrochemical measurements recorded in 1 M KOH solution. In addition, long-term durability of electrodes towards HER and the energy consumption of alkaline electrolysis were investigated. The energy requirement showed that while the deposition of silver provides approximately 14.95% savings of the energy consumption, the DLC coating causes increase in energy consumption. (C) 2017 Elsevier B.V. All rights reserved. Cukurova University research fundCukurova University; TUBITAKTurkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) The authors are thankful to the Cukurova University research fund and TUBITAK for their financial support.

Poly (3-hexylthiophene) sensitized Ag doped TiO2-NTs (P3HT/Ag-TiO2-NTs) have been prepared using the three sequential steps: two step anodization, galvanostatic deposition and spin coating techniques. The morphology and structure of P3HT synthesized by oxidative polymerization with FeCl3 were characterized using NMR, FT-IR, SEM, XRD and optical properties of P3HT were investigated using Uv–Vis technique. The characterization results showed that the P3HT has 64.7%HT-HT configuration, mainly edge-on oriented lamellar structure and the optical band gap of 2.24 eV. Also, the morphology and structure characterization of P3HT/Ag-TiO2-NTs were determined by FE-SEM and XRD. The electrochemical behaviors of P3HT/Ag-TiO2-NTs in acetonitrile electrolyte contained I-/I3 - were examined by utilizing Electrochemical Impedance Spectroscopy (EIS) and Cyclic Voltammetry (CV). The EIS results displayed that after the modification with P3HT, the value of charge transfer resistance at - 0.4 V decreases from 514 ? cm2 to 121 ? cm2, compared to Ag-TiO2-NTs. Furthermore, the analysis results of EIS and Mott-Schottky for P3HT/Ag-TiO2-NTs under simulated solar light revealed that the charge transfer resistance decreased from 121 ? cm2 to 51.60 ? cm2 and the carrier density (ND) increased from 8.69 × 1021 cm- 3 to 70.1 × 1021 cm- 3, compared to the values under the absence of solar light. These indicate that P3HT supplies better photogenerated electron-hole pairs separation and mobility. © 2017 Elsevier B.V. Firat University Scientific Research Projects Management Unit: FEF2013D29 National Council for Scientific Research This work was financially supported by ?ukurova University Scientific Research Unit (Project No: FEF2013D29) and the authors acknowledge the financial support from the Scientific and Technological Research Council of Turkey (T?B?TAK 2211-C program).

In the present study, zinc oxide doped titanium dioxide nanotubes (ZnO/TiO2-NTs)were designed by using electrochemical deposition method. Titanium dioxide nanotubes (TiO2-NTs)were fabricated by anodization method. Nanostructured ZnO was deposited with various deposition times on TiO2-NTs. The morphological, structural, optoelectronic properties of ZnO/TiO2-NTs were examined in detail. The morphological and structural characterization of obtained electrodes was investigated with help of field emission scanning electron microscopy and X-ray diffraction. ZnO nanostructures with three different morphologies were obtained from nanotowers to nanoleafs. XRD results depicted that ZnO nanostructures have the high crystallinity with hexagonal wurtzite structure. The measurements of the contact angle were utilized to determine the wetting behavior of the obtained surface of materials. Electrochemical impedance spectroscopy measurement was used in 1 M KOH to investigate electrocatalytic behavior of the obtained materials towards hydrogen evolution reaction. Flat band potentials, as well as charge carrier densities, were determined by using Mott-Schottky analysis. The charge carrier densities were calculated as 1.06 × 1019 and 1.66 × 1020 cm-3 for TiO2-NTs and 30-ZnO/TiO2-NTs, respectively. The energy consumption and energy efficiency were determined for hydrogen evolution on ZnO/TiO2-NTs electrodes. © 2019 Hydrogen Energy Publications LLC

WOS: 000466773400006, There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at a public research university was designed to integrate STEM disciplines with hands-on problem-based activities. Design features included authentic learning contexts, engineering design processes, and content integration. Data sources included an attitude survey and interviews conducted with forty sixth grade middle school student participants. The analysis revealed significant differences between pre and posttests on student attitudes toward personal and social implications of STEM, science and engineering learning, and their relationship to STEM. Findings showed that the program contributed to students' developing interest in STEM fields, and helped them make connections between schoolwork and daily lives. Recommendations for future research on out-of-school STEM education programs were discussed., Scientific and Technological Research Council of Turkey, The Scientific and Technological Research Council of Turkey

In this study, Rhizomucor miehei lipase (RML) was immobilized on the hexagonally-ordered nanoporous aluminium oxide membranes (RML-Al 2 O 3 -NP) by adsorption and as protein-coated microcrystals (RML-PCMCs) by simultaneously precipitating RML on micron-sized potassium sulfate crystals (K 2 SO 4 ) in pre-chilled acetone. The hydrolytic activities of immobilized lipase preparations were investigated in terms of p-nitrophenyl palmitate hydrolysis and their esterification activities were examined for the synthesis of some aroma esters such as butyl acetate, isoamyl acetate, hexyl acetate, heptyl acetate, and geranyl acetate. The immobilization yields were 33.8 and 25.1%, respectively for RML immobilized on Al 2 O 3 -NP membranes and potassium sulfate crystals. The catalytic efficiency ratios of RML-Al 2 O 3 -NP and RML-PCMCs were 2.3- and 3.9-fold higher than that of the free lipase, respectively in terms of hydrolytic activity. The free lipase was stabilized as 4.1- and 10.5-fold, respectively at 40 and 50 °C when immobilized on Al 2 O 3 -NP. The corresponding stabilization factors were 4.6- and 12.8-fold higher for RML-PCMCs. RML-Al 2 O 3 -NP and RML-PCMCs maintained 84 and 86% of their initial hydrolytic activities, respectively after 10 reuses. Of the synthesized aroma esters, the highest yield was obtained for the geranyl acetate. After 4 h reaction time, no geraniol was detected in the preparative-scale (196 g/L) synthesis of geranyl acetate for both the immobilized lipases when the initial geraniol amount, vinyl acetate amount, RML-PCMCs amount, and reaction temperature values were 1 mmol, 3 mmol, 100 mg (or 300 mg RML-Al 2 O 3 -NP), and 50 °C, respectively. These results show that the immobilization of R. miehei lipase by adsorption on nanoporous aluminium oxide and as protein-coated microcrystals leads to the obtention of highly stable, catalytically more active, and reusable lipase preparations. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Firat University Scientific Research Projects Management Unit: FBA-2017-9317, FBA-2015-4934 This work was supported from Scientific Research Projects of Cukurova University with the projects number of FBA-2015-4934 and FBA-2017-9317. The authors are thankful to the Cukurova University research fund for their financial support.

The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the synthesis of qualitative evidence (SQD) model: (1) using teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences, and (6) providing continuous feedback. To explore the relation between the perceived occurrences of the SQD-strategies and TPACK (controlled for pre-service teachers’ general attitudes towards technology), survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In a next step, 16 telephone interviews and 6 in-depth interviews were conducted to gain a more in-depth insight into the nature of the 6 strategies and their influences on TPACK. The quantitative analyses indicated positive correlations between the SQD-strategies and TPACK, controlled for general attitudes towards technology. The findings from the qualitative analyses showed that teachers acknowledged the importance of the six strategies. However, the respondents emphasized that some of the six strategies are often underutilized. Based on the quantitative and qualitative results, the discussion provides recommendations to improve the potential of pre-service training to enhance future teachers’ TPACK.

Recent interest in integrating mobile apps into teaching will continue growing. There remains, however, a pressing need to develop methods and resources to support and educate preservice teachers about the use of these technologies. This case study aimed to examine preservice teachers’ criteria for evaluating educational mobile apps. Nineteen fourth-year preservice teachers, who studied math, science, English, and computer education at a public university, participated in the research. During the usability tests, the preservice teachers were asked to evaluate the affordances and limitations of selected educational mobile apps from their particular subject domains. Their interactions with and evaluations of the mobile apps were collected through think-aloud sessions and interviews. Qualitative analysis revealed preservice teachers’ evaluation criteria in five categories such as pedagogy, technical usability, content, connectivity, and contextuality. The results point to recommendations for future research on evaluating the capabilities of existing mobile apps with key players such as in-service and preservice teachers.

Surface and groundwaters become contaminated with dyes due to discharge into the environment, which increases the risk of a number of human diseases. Many methods of dye removal from discharge waters at the source have been developed, but few are effective and the most effective method (activated carbon) is very expensive. The purpose of the present study was to test a natural zeolite (clinoptilolite type) as a potentially effective and inexpensive method to remediate dye discharge into the environment. In the removal experiments, malachite green (MG) and rhodamine B (RB) cationic dyes were used. The effects of various experimental conditions such as initial dye concentration, pH, and temperature on dye removal were investigated in a single-dye system. The degree of removal of MG and RB increased with increasing initial concentration and temperature of the dye in a single-dye system. An increase in pH decreased RB removal, but increased MG removal. In a two-dye system, MG and RB adsorption decreased by ~41.74 and 21.51%, respectively, due to competitive adsorption of the two dyes. Adsorption reflected a pseudo-second order kinetics model with high correlation coefficients (r2 = 0.996–1.000) in single-dye and two-dye systems. Adsorption was most consistent with the Langmuir-1 and the Redlich-Peterson isotherm models with high correlation coefficients (r2 = 0.987–0.999) in both systems. The Langmuir-1 adsorption capacities were determined as 43.86 and 44.25 mg/g for the removal of MG and RB in single-dye systems, respectively. In a two-dye system, the Langmuir-1 capacities were 20.62 and 31.54 mg/g for the removal of MG and RB, respectively.

A growing and increasingly important area of research in higher education is the investigation of how different forms of support and training programs facilitate faculty adoption of technology into pedagogical practices. This study explored the implementation of a faculty technology mentoring (FTM) program as a university-wide professional development model, focusing on the success factors and critical strategies that encourage technology adoption in faculty teaching practices. The goal of this effort is to provide evidence-based discussion on an FTM model tailored to faculty members’ needs in a university context. Participants included 12 faculty members (mentees) and 12 graduate students (mentors), paired throughout the FTM program. Analysis of mentors’ weekly blog posts, case reports, and interviews with faculty members revealed six critical strategies: determining needs; exploring technologies’ affordances and limitations; scaffolding; sharing feedback; connecting technology, pedagogy, and content; and evaluating. Success factors included motivation, meeting challenges, the nature of mentoring relationships, communication channels, and support. The results point to key recommendations for higher education institutions that plan to implement similar mentoring programs in order to support technology integration into faculty members’ teaching practices.

A large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has been paid to these two concepts, their relation has not been fully understood. The present study contributes to the advancement of this understanding by examining the relations between three core technology attitudes (i.e., general attitudes towards ICT, attitudes towards ICT in education, and ease of use) and TPACK self-efficacy beliefs, based on a sample of N = 688 Flemish pre-service teachers in 18 teacher-training institutions. Using a variety of structural equation modeling approaches, we describe the TPACK-attitudes relations from multiple perspectives and present a substantive-methodological synergism. The analyses revealed that the attitudes toward technology and TPACK self-beliefs were positively related; yet, differences across the attitudes and TPACK dimensions existed, pointing to the delineation of general and educational perspectives on the use of ICT.

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

In the present work, the photocatalytic degradation methyl orange (MO) by Al2O3-NP/SnO2 was investigated under UV light irradiation. For this purpose, the Al2O3-NP electrode was synthesized under the suitable conditions by two-step anodization technique and Al2O3-NP/SnO2 electrodes were prepared by sol-gel technique. The structure and morphology of the electrode were characterized by field-emission scanning electron microscope (FE-SEM), energy-dispersive X-ray spectroscopy (EDX) and X-ray diffraction (XRD). The FE-SEM results indicate that pore diameter and thickness of Al2O3-NP/SnO2 are 65.92 nm and 23.75 µm, respectively. EDX analysis shows that Al2O3-NP/SnO2 electrode contains 12.56 (wt.) % Sn and 44.43% O. The effect of some parameters, such as initial MO concentration, initial pH, temperature, irradiation area and reusability were determined. Kinetic analyses indicate that the photodegradation process of MO obeys the pseudo-first-order kinetic model. Additionally, thermodynamic parameters such as Ea, ?H, ?S and ?G were calculated. The activation energy was determined to be 21.77 kJ/mol. This photocatalyst with good photocatalytic activity and a large surface area exhibits an effective potential in the treatment of wastewater. © 2018 Elsevier B.V. Firat University Scientific Research Projects Management Unit: FDK-2015-5385 National Council for Scientific Research The authors thank for financial support of the Scientific and Technological Research Council of Turkey (TÜBITAK 2211-C program) and Çukurova University Scientific Research Unit (Project No: FDK-2015-5385 ).

Sinyalilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarakgörüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak,bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Buçalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketiverileriyle destekleyerek incelemektedir. Çalışmada, Bilgisayar ve ÖğretimTeknolojileri Eğitimi (BÖTE) bölümünden 34 öğrenci katılımcı olarak yeralmıştır ve katılımcılar kontrol ve deney grubuna rasgele atanmıştır. Deneygrubuna katılan öğrencilere önemli noktalar üzerinde vurgulamalar yapılaraksinyal ilkesi uygulanmış MS Power Point sunuları gösterilirken kontrol grubunaaynı sunuların üzerinde vurgulamalar yapılmamış hali gösterilmiştir. Veritoplama aşamasında katılımcılara ön test, son test ve hatırlama testiuygulanmıştır. Ayrıca, çalışma sırasında katılımcıların göz hareketleriverileri (sabitleme süresi, sabitleme sayısı ve ilk sabitleme süresi)kaydedilmiştir. Çalışma sonuçları incelendiğinde, deney grubundaki öğrencilerinson test ve hatırlama testi sonuçlarına göre kontrol grubundaki öğrencilerden dahayüksek puanlar aldıkları tespit edilmiştir ama iki grup arasında anlamlı birfarklılık bulunamamıştır. Göz izleme verilerinin analizine göre ise, sinyalilkesi kullanımı öğrencilerin dikkatini ilgili kelimelere yöneltmiş ve bilişselyükünü azaltmıştır. Dahası, başarı test sonuçlarından ve göz izlemeverilerinden elde edilen bulgular birbiriyle tutarlı sonuçlar ortayakoymuşlardır., Studiesexamining the effects of signaling principle on learning mostly used datasources such as interviews, achievement tests and think aloud protocols. Thereis, however, limited research on the use of quantitative measures to promotefindings from interviews and think aloud procedures. This study aimed toinvestigate the effects of signaling principle on learning by supporting theresults with the eye movement data. Participants included 34 Information andCommunication Technology (ICT) pre-service teachers divided into experimentaland control groups randomly. Participants were presented with two types of MSPower Point presentations with and without highlighted clues as multimediamaterial. Participants’ pre-test, post-test, and retention test scores weremeasured. Participants’ gaze behavior (fixation duration, fixation counts andtime to first fixation) during the presentation of instructional material wasalso recorded. The results revealed that while the experimental group hadhigher scores than control group in the post- and retention tests, there was nosignificant difference between the two groups. The analysis of eye movementdata showed that signaling directed the attention of the students on relevantinformation and decreased students’ cognitive effort. Results revealed thatboth eye movement data and achievement scores were consistent with each other.

This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.