We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers' motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre-and post-occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers' self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners' social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

Background:Ample research has assessed correlates of physical activity (PA) among college students; however, socioenvironmental correlates of PA have not been assessed in Arab and Jewish Israeli college students.Methods:Cross-sectional study of 198 Arab and Jewish physical education college students. The dependent variable was meeting the CDC/ACSM guidelines for moderate/vigorous PA. Independent variables consisted of individual variables (eg, ethnicity, gender, religious observance) and socioenvironmental variables (eg, street lighting, family support, exercise facilities). Bivariate and multivariate analyses were used.Results:Thirty-three percent of the students met the recommended guidelines for PA. Individual variables were more highly correlated with PA than socioenvironmental variables. In the final logistic-regression model 3 individual covariates independently predicted PA: gender, race/ethnicity, and self-efficacy. Access to open space was the only environmental variable significantly correlated with PA.Conclusions:The results underscore the need to implement an intervention program aimed at promoting the recommended levels of PA among Arab and Jewish Israeli physical education college students, while tailoring the intervention to individual risk markers for physical inactivity (eg, race/ethnicity, gender).

A simulation is a powerful tool for having an experience in a controlled and safe environment. In education, it has been used within simulation centers. The current study examined the effect of simulations on the professional self-efficacy of school principals in training. Twenty-two master of education students were asked to fill out the Principal’s Professional Self-Efficacy Questionnaire before and after taking a course at a simulation center. Results showed a statistically significant increase in all five categories of professional SE. Strong positive correlations were found between the age of the students and each of the measured elements of professional SE in the post-test. Simulations within an organized, supervised process in a simulation center are a powerful tool for the professional development of principals in training.

The current study relates to the construction of a course entitled "Educating for the Future" (EFTF) to equip student-teachers with high order thinking skills. The course included several stages, programs, mini projects and learning environments adapted for a "technology-assisted pedagogy" based on Intel methodology. Student-teachers learned to combine new teaching methods with information technologies while stimulating interest, thinking and creativity in their students. 454 student-teachers completed the course. Evaluation after one year showed a necessity to switch to using also other pedagogical methodologies. Second year evaluation showed that students demonstrated required behaviors and skills during their "student teaching" experience and that they change their attitudes towards adopting 21st century skills.