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Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or 'D-TPACK' framework were proposed to support pre-service teachers' learning design practices.

Background: Screen-sharing technologies enable applications such as screen mirroring, video streaming and instant messaging across multiple device screens. Despite their increasing use in many contemporary classrooms, there is a paucity of research directly examining pedagogical benefits and issues of these technologies. Objectives: This study investigated the influence of screen-sharing technologies on teachers' practices, highlighting pedagogical benefits and issues encountered. Methods: The paper drew on a sample of 321 K-12 teachers and utilised principal components analysis, descriptive statistics and inductive coding. Results and Conclusions: Teachers reported greater mobility, increased ease of content sharing and deeper learner cognition as attributes of improved learning and teaching with the technologies. However, a minority highlighted technical issues such as network and hardware problems affecting their confidence. Despite increased mobility as an affordance, teachers' perceptions about mobility largely appeared to be predicated on assumptions that the technologies were intended for didactic instruction. Takeaways: The study contributes to a more nuanced understanding of screen-sharing affordances while underscoring learner-led screensharing as a focus for future research and practice.

Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning "about" STEM, to one where makerspaces are viewed as "epistemic environments" beneficial to knowledge-building, "of" STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development.

The connecting peptide (C-peptide) is a hormone with promising health benefits in ameliorating diabetes-related complications, yet mechanisms remain elusive. Emerging studies point to a possible dependence of peptide activity on bioavailable metals, particularly Cu(II) and Zn(II). However, little is known about the chemical nature of the interactions, hindering advances in its therapeutic applications. This work uncovers the Cu(II)-binding site in C-peptide that may be key to understanding its metal-dependent function. A combination of spectroscopic studies reveal that Cu(II) and Zn(II) bind to C-peptide at specific residues in the N-terminal region of the peptide and that Cu(II) is able to displace Zn(II) for C-peptide binding. The data point to a Cu(II)-binding site consisting of 1N3O square-planar coordination that is entropically driven. Furthermore, the entire random coil peptide sequence is needed for specific metal binding as mutations and truncations reshuffle the coordinating residues. These results expand our understanding of how metals influence hormone activity and facilitate the discovery and validation of both new and established paradigms in peptide biology.

The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the "STEM challenge," which, for most, presents a disruptive innovation to traditional curriculum and structures. The vital role of school leaders in communicating a clear, evidence-based vision for STEM and also "walking the talk" and being highly engaged in STEM programmes, was a common feature across the cases. This built relational trust, and a strong whole-ofschool commitment to and understanding of STEM, to some extent mitigating the challenges of rigid curriculum and external assessment requirements. The study highlights the complex interaction of professional learning, leadership.

Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5-8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students' learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students' learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children's STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal.