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Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable improvement in PSTs' attitude towards educational technology and technology pedagogy. The pre-post paired t-test also demonstrated significant increases in PSTs' pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and overall TPACK scores. Practice or Policy: The COVID-19 pandemic has heightened the interest in effectively integrating technology into early childhood education (ECE) classrooms. Early childhood teacher preparation programs must actively promote and exemplify technology integration practices for PSTs to facilitate such practices in their future classrooms. Teacher educators and teachers should recognize the significance of technology integration and pedagogy to dispel any misconceptions surrounding technology use in ECE. This study proposes various transformations and adaptations in PSTs' education, including innovative student-teacher placements, as one way to help address the widening digital divide.

The Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual-language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices following professional learning and development workshops. Teachers are invited to challenge dominant monocultural notions of language and literacy that perpetuate educational inequities. Illustrations of early childhood teachers' innovations with Pacific children (aged 2-6 years) demonstrate how dual-language texts can be connected to families' embodied cultural literacies. Understandings of "literacy" and "reading" were expanded to include children's expressive modalities through oral and visual texts in heritage languages and English. This work highlights the role of teachers to connect, rather than replace, the worldviews, languages, and literacies of families with the pedagogical practices of early childhood settings.

IntroductionLittle research has examined how community-engaged and -participatory dietary interventions adapted to remotely-accessible settings during the COVID-19 pandemic.ObjectivesTo identify lessons learned in design, implementation, and evaluation of a remotely-accessible, community-based, nurse-led approach of a culturally-tailored whole food plant-based culinary intervention for Latina/o/x adults to reduce type 2 diabetes risk, delivered during a pandemic.MethodsA mixed methods quasi-experimental design consisting of a pre-post evaluation comprised of questionnaires, culinary classes, biometrics, and focus groups.Lessons learnedCommunity partnerships are essential for successful recruitment/retention. To optimally deliver a remotely-accessible intervention, community leadership and study volunteers should be included in every decision (e.g., timeframes, goals). Recommendations include managing recruitment and supply chain disruption of intervention supplies.ConclusionFuture research should focus on increasing accessibility and engagement in minoritized and/or underserved communities, supply chain including quality assurance and delivery of services/goods, study design for sustainable, remotely-accessible interventions, and health promotion.

This article explores preservice teachers' (PSTs), use of a translation app with dual language learners (DLLs). The TPACK (technological, pedagogical, and content knowledge) framework serves as the conceptual framework for the study in order to explore how PSTs integrated technology use with their current pedagogical and content knowledge. The PSTs taught three lessons in which they integrated the Speak & Translate app (S&T). After each lesson, the PSTs completed a reflection that focused on the use, successes, and challenges of the app integration. Through qualitative coding methods, the results revealed that PSTs primarily used the app to translate key vocabulary. The results also revealed positive changes in DLLs' engagement and behaviors when the app was used. Further investigation into PSTs' use of translation apps with DLLs holds promising potential for successful technology integration in the school setting.

Nursing science contributes to advancements in patient care, public health, and innovation within numerous scientific domains. Despite commonality with United States Department of Education definitions of a science, technology, engineering, and mathematics (STEM) educational programs, nursing continues to be excluded from Department of Homeland Security STEM classification. This exclusion prevents societal recognition of nursing as a science and limits attraction of clinicians and nurse scientists born outside of the United States due to omission from various federal visa provisions the Department of Homeland Security classification provides. We evaluated existing Department of Homeland Security STEM-classified educational programs and identified methodological and content congruency among STEM-classified programs and nursing. We provide clear evidence that nursing contributes impactful STEM research; and argue that inclusion is critical for advancement of the profession and the potential to mitigate the faculty shortage. Beyond evaluation of nursing as a STEM field, we offer a policy-focused solution for development and diversification of the nursing workforce.

Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable improvement in PSTs' attitude towards educational technology and technology pedagogy. The pre-post paired t-test also demonstrated significant increases in PSTs' pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and overall TPACK scores. Practice or Policy: The Covid−19 pandemic has heightened the interest in effectively integrating technology into early childhood education (ECE) classrooms. Early childhood teacher preparation programs must actively promote and exemplify technology integration practices for PSTs to facilitate such practices in their future classrooms. Teacher educators and teachers should recognize the significance of technology integration and pedagogy to dispel any misconceptions surrounding technology use in ECE. This study proposes various transformations and adaptations in PSTs' education, including innovative student-teacher placements, as one way to help address the widening digital divide. [ABSTRACT FROM AUTHOR]