The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs’ burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs’ beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.

As public schools in the United States continue to diversify in culture, educational leaders committed to multicultural education seek qualitative research methodologies for understanding phenomena in order to build culturally responsive leadership initiatives and interventions. This paper argues that a phenomenological research methodology is appropriate and relevant to understand cultural phenomena in the 21st century school. To serve this, the authors elaborate on a descriptive multicultural phenomenological research methodology for educational leaders. A phenomenological framework positions educational leaders to understand the nature and essence of personal experience. This approach will help educational leaders better understand the experiences of the diverse children within their school. Therefore, leaders may utilize a multicultural phenomenological research methodology to build appropriate culturally responsive initiatives and interventions to meet the needs of culturally and linguistically diverse schools.

Exposure to new technologies is commonplace for most people lived in the 21st century. As technology evolves, so does a generation of learners whose identity is shaped by how they manage these technological tools. The participants of this study were digital native pre-service teachers (DNPST) who were exposed to technology since childhood and enrolled in a technology integration course at a border city university. This study investigates DNPST’s perceptions upon exposure to alternate models of technology tools and their intentions for implementing them into their future classroom repertoire. The method of data collection for this quantitative study consisted of pre and post-test surveys. Data analysis was completed using the Wilcoxon Rank Sum-Test. Results of this study indicated that the technology methods course did not have a significant effect on pre-service teachers' perceptions to adopt technology tools for future classroom instruction. This study was encouraged by the department of education and the results obtained through this study will allow curricular updates. https://doi.org/10.26803/ijlter.18.2.8

A mechanically adjustable planar tuning element, for millimeter and submillimeter wave planar integrated cir- cuits, has been developed and successfully demonstrated at 100 GHz. It functions analogously to a non-contacting waveguide backshort, with kn. I :-... —0.3 dB, yet can be fabricated with the simplicity of a planar circuit and scaled for use throughout the millimeter and submillimeter wave spectrum.

The eighteenth conference in this series will be held at the University of Essex in Colchester.Colchester is Britain's oldest recorded town with a rich and colorful past.It is situated in Essex about 60 miles north -east of London (about 50 minutes by train) in an attractive area near the coast surrounded by river estuaries, and it is close to the River Stour and the border with the county of Suffolk, which is a delightful area associated with the artist John Constable.The university is modern with a purpose built lecture block which can accommodate all parallel sessions in one building.Ample residential accommodation is available on campus within a few minutes walk of the lecture block, with a range of prices and facilities that should suit everyone.The conference will cover progress in all areas of infrared and millimeter waves, including the following topics, with special emphasis on new fields of research.

We propose new microswitch beam-steering grids to operate at 90 GHz and 240 GHz. The microswitch beam-steering grid has potential advantages over mechanical-scanning devices or active beam-steering reflectors based on diode grids such as lower loss and simple control circuits. Simulations predict that a 4-bit controlled 10-layer microswitch beam-steering grid can have phase-shift resolution of 22.5° with a loss of 1.6 dB and a maximum phase error of 5° at 240 GHz.

Current K-12 students are considered digital learners because technology is as pervasive in their academic world as in their personal lives. Technology enthusiasts argue that these learners are the “digital natives” having sophisticated technology knowledge and skills that can be potentially harnessed for better learning engagement inside the classroom. This phenomenological study investigates how some current high school students as the digital learners engage with technology at home and school; and how these two types of engagement overlap in their learning inside the classroom. Data were gathered from phenomenological three series in-depth interviews with five participants and also field observation. Findings show that the overlap between the personal and educational digital engagement(s) of these students was not necessarily positive as portrayed by the prevalent discourses of technology enthusiasts. The overlapping had mixed roles – facilitative as well as obstructive. Pedagogical and future research implications are discussed.

This study examines the digital native pre-service teachers’ (DNPSTs) perceptions of their competency, attitude, and pedagogical intention to use free and open source tools (FOSTs) in their future teaching. Participants were 294 PSTs who responded to pre-course surveys at the beginning of an educational technology course. Using the structural equation modeling, the data obtained from the Likert-type questionnaire were analyzed. Results showed that computer competency was a significant predictor of attitude toward using technology. Although PSTs scored high on their computer competency, this did not mean that they have strong stances towards using FOSTs in the classroom. However, the more skilled PSTs with FOSTs, the possibilities of using FOSTs in the classroom were higher. The results also suggested that DNPST’s attitude toward using technology was a significant determinant of their attitude toward using FOSTs.