Teacher entrepreneurship has received increasing attention over the past 15 years. However, the concept remains underdeveloped and understudied. To fill this gap in the literature, we aim to conceptualize teacher entrepreneurship through a systematic literature review of current scholarly work on the topic. Results of our study provide competencies and traits which are commonly attributed to teacher entrepreneurs, along with actions which they carry out. Teacher entrepreneurs are socially motivated individuals who are innovative, collaborative, proactive, opportunity-minded, present in their work, knowledgeable, dedicated, resourceful, risk tolerant, visionary, and self-improvement oriented. Actions related to these competencies along with more detailed examples from the literature are provided. This systematic conceptualization of teacher entrepreneurship could potentially create a scholarly basis for future work to build on, both in the education and entrepreneurship fields. Interdisciplinary work of this kind may also open doors for these two fields to learn from and contribute to each other. Results of this study can also facilitate the recognition and support of current teacher entrepreneurs and help pave the way for new entrepreneurs to flourish.

Background: To support a paradigm shift for 21^st century learning, teacher design work is emphasized by conceptualizing teachers as designers. Despite the fact that teaching is increasingly referred to as a design science, both teacher educators and curriculum developers know little about how to enhance teacher design work in technology-enhanced learning environments. Further, teachers’ design knowledge, design experience and supports available to them are not articulated in a systematic manner. Purpose & Method: To address these issues, this study reports a systematic review of the literature on the design work of teachers within technology-enhanced learning environments, in STEM domains. In this review, there are four main themes: the context where teachers’ design work takes place, the form that the design work took, the aspect/phase of design process that the paper focuses on, and details of any supports that assist teachers in the work of design. Findings: Teacher design work takes place in a variety of contexts, and teacher design work also takes many forms. Research that reports on design work tends to focus on the implementation and evaluation components of the design process. Teachers have access to a variety of supports, including design materials and design frameworks. Conclusions: This synthesis identifies future areas of research in supporting STEM teachers’ design knowledge.

Much attention has been paid to the introduction of a culturally responsive curriculum in early childhood education in our increasingly globalized society to support young children of diverse cultural and linguistic (CLD) backgrounds. With the rise of twenty-first century concepts of what literacy means in the digital age, traditional literacy practices that have relied primarily on print-based texts have been also challenged. To response to these imperatives, this qualitative case study presents a lived story of a grade one teacher who implemented multiliteracies pedagogy in her classroom for young culturally and linguistically diverse (CLD) children. Our findings show that applying multiliteracies pedagogy not only motivated the teacher to value her CLD students’ diverse semiotic resources as available designs but also transformed the way the teacher integrated technology in literacy teaching. We end this paper with the discussion of implications of integration of multiliteracies pedagogy to technology-enhanced literacy teaching and learning.

In this study, thermo-compression(TC) and vacuum reflow(VR) bonding processes of fine pitch interconnection were optimized using Type 7 Sn-3.0Ag-0.5Cu solder paste. A chip with Cu pillar Sn-2.5Ag bumps and BT substrate with ENEPIG surface finish were used, and the thickness and the aperture ratio of the metal mask were 30 ㎛/50 ㎛ and 70%/100%, respectively. As a result of optimizing the printing process, a metal mask with a thickness of 30 ㎛ and an aperture ratio of 100% was selected. As a result of the TC and VR bonding processes optimization, Cu6Sn5 and (Cu,Ni)6Sn5 IMC layers were formed on the top and bottom of the solder joint, respectively. In the conventional TC process sample, the thickness of the solder was measured to be 4.1 ㎛, and the IMC thickness ratio was calculated to be 40%. Also, in the TC and VR process samples with solder paste, the thickness of the solder was measured to be 6.5 ㎛ and 10.3 ㎛, respectively, and the ratio of the IMC thickness was calculated to be about 32% and 43%. It was expected that it would be beneficial to reliability by reducing the occurrence and propagation of cracks in the solder joint due to the effect of lowering the IMC thickness ratio as the volume of the solder becomes larger than that of the conventional TC process.