Redox reaction is a difficult concept to teach and learn in chemistry courses at the secondary level. Although the significance of connecting macroscopic, molecular, and symbolic levels of representation has been emphasized in the chemistry education literature, most redox instruction involves only macroscopic and symbolic representations. To address this challenge, we designed a blended-reality immersive environment (BRE) model, which blends a traditional experiment with immersive technologies to make the molecular representations of redox reactions visible. The effectiveness of this model in supporting students’ learning of redox reactions was first reported in a different article. In this paper, we further explore the features of BRE that drive learning gains. Results from six high school classes in the U.S. with 351 students indicate that integrating the molecular representation through adding the chemical bonds concept facilitates students in making connections between macroscopic and symbolic levels to promote learning. Dynamic demonstrations of electrons’ interaction with particles support students’ understanding of the nature of redox reactions. This study shows the promise of adopting immersive technologies to present all three representations of chemistry concepts in one learning model.

This paper explores the integration of digital tools in online teacher education courses to enhance active student engagement and support differentiated instruction, particularly for non-traditional teacher candidates. Drawing from the authors’ experiences, the study examines how technology tools (e.g. Zoom with Kaltura, simulations, SketchGraph, and AutoDraw), foster personalized learning, accommodate diverse needs, and provide opportunities for deeper engagement. Guided by the SAMR model, the analysis categorizes tools based on their functions in the teaching and learning practices, emphasizing their role in creating dynamic and inclusive learning environments. The findings highlight that digital tools enable active learning by encouraging critical engagement and moving away from traditional, passive modes of instruction. Through teacher modeling and differentiation, these tools empower learners to navigate complex concepts and build autonomy in their learning process. Practical strategies for implementing technology tools, such as modeling their use and providing clear, step-by-step instructions, are also discussed to address the challenges of online learning environments. This study contributes to the growing body of literature on technology integration in teacher education, offering insights into how digital tools can enhance learning experiences and prepare teacher candidates to adopt innovative instructional practices in their future classrooms.

Children from diverse backgrounds sit at desks in a light blue classroom, focused on writing in notebooks. The wall features colorful charts and children's artwork alongside a chalkboard.Early chil...

Two datasets, published by the Indiana Department of Education (IDOE) related to Indiana schools’ implementation of virtual education and computer science (CS) instruction during the 2020-2021 school year, were analyzed. This research aims to explore schools’ virtual instructional practices during the unprecedented educational disruptions and understand the preparedness and execution of CS curricula. With quantitative and qualitative approaches, we first evaluated the percentages of different instructional modes, school districts’ implementation of virtual instruction, their support for students, successes and barriers schools experienced, as well as their future plans regarding virtual learning. Findings indicate that hybrid and virtual instruction were prevalent, with disparities in technology access and instructional quality, and schools shared barriers related to technology resources, teacher preparedness, and student engagement. In addition, this study reveals the unequal implementation of CS education, particularly in lower grade levels, underscoring the need for more dedicated resources and teacher support. These insights may help inform future educational strategies for multi-modality instruction and enhance the integration of CS education in K-12 curricula. Keywords: virtual instruction, computer science education, Indiana schools, technology access, teacher support.