Dr. Annmarie Urso and Professor Jennifer Waddington from the Ella Cline Shear SOE were selected to work with Dr. Michael Kennedy at the University of Virginia Curry School of Education in Project FRaME (Using Feedback, Reflection, and Multimedia to teach Evidence-based practices in classroom management). They attended training on the campus of UVA on January 10th on Project FRaME, which is a multimedia, multicomponent instructional approach for use in teacher preparation coursework and field placements. Project FRamE is funded by the National Center on Special Education Research within the Institute for Education Sciences. 

ºÚÁÏÍø is one of approximately 30 teacher preparation institutions nationwide that are participating in the project to support teacher candidates' knowledge and implementation of tier 1 classroom management practices.  Prof. Waddington will receive additional training on another US Department of Education Project that is part of Project FRaME called COACHED. COACHED is an observation and collaborative tool for reflective practices for pre-and in-service teacher candidates. Dr. Urso has been involved with COACHED for approximately 12 months and is looking forward to using this protocol in Block V practicum starting Fall 25. 

Dr. Urso and Professor Waddington look forward to bringing their knowledge back to campus to improve the teacher preparation of students in our programs.

Dr. Peter Kalenda (he/him/his) is an educator, researcher, and advocate for hands-on, inquiry-based science learning. He joined ºÚÁÏÍø in 2023 and has taught full-time at SUNY since 2016. Dr. Kalenda specializes in offering courses in inquiry-based science education methods (B-6 & 7-12), action research, program evaluation, and student teaching supervision. His research on technology integration in science education helps future teachers explore innovative ways to engage students in the classroom. Additional areas of research include developing global competency skills among teacher candidates, program evaluation, and exhibit design in informal science education spaces (zoos, aquariums, and museums). 

Dr. Kalenda serves as the Assistant Regional Director of the New York State Master Teachers Program (Finger Lakes Chapter). In this role, he develops and facilitates professional learning opportunities focused on the learning needs of regional PreK-6 STEM educators. 

At the Seneca Park Zoo, Dr. Kalenda serves as the Community Partner for Evaluation & Research (Seneca Park Zoo Society). He develops evaluation plans for zoo education programs, conducts research on exhibit design, and serves as a liaison between ºÚÁÏÍø and the zoo. 

As an informal science educator, Dr. Kalenda is also a certified scuba and freediving instructor, bringing his passion for hands-on learning to both the classroom and the natural world.

Curriculum Vitae

Education

• B.S. Biology, Canisius College, 2002
  M.S. Adolescence Education, Canisius College, 2006
  Program Evaluation Certificate, University of Rochester, 2015
  C.A.S. School Building and District Leadership, University of Rochester, 2015
  Ed.D. Teaching & Curriculum, University of Rochester, 2015

Classes Taught

• CURR 316: Teaching Science & Math to Children
  EDUC 300/500: Exploring Connections Between Culture, History, and Education: Iceland
  H&PE 220: Freediving Skills for Marine Research

Publications

• Kalenda, P., Rath, L., Abugasea Heidt, M., Wright, A. (2024) Pre-service Teacher Perceptions of ChatGPT for Lesson Plan Generation. Journal of Educational Technology Systems (JETS).

  Kalenda, P. (2024) ChatGPT Can Write My Class Assignments, Right?: A Guided Classroom Activity for Teaching the Strengths and Weaknesses of Generative-AI Tools. Artificial Intelligence, 2024-25. 2.

  Olmstead, K., Kalenda, P. J., Rath, L. T., Xue, J., Zhang, J. (2023). Empathy throughout the curriculum: Using picture books to promote activism & equity. The Language & Literacy Spectrum, 33(1), 69-88.

  Kalenda, P. J. (2021). The benefits of collaborative zoo exhibit design through action research. Museums & Social Issues. 14(1-2), 23-44.

  Kalenda, P. J., Rath, L. T., Glor, H. (2020). Building partnerships: Using 3D printing to support take-home science activities. Teacher Librarian. 47(5), 26–31.

  Kalenda, P. J. (2015). Creating learning experiences that promote informal science education: Designing conservation-focused interactive zoo exhibits through action research. University of Rochester. Margaret Warner Graduate School of Education and Human Development.

Affiliations

• Association of Zoos and Aquariums (AZA)
  International Consortium for Research in Science and Mathematics Education (ICRSME)
  National Science Teaching Association (NSTA)
  The Association of Science Teacher Education (ASTE)
  Online Learning Consortium (OLC)
  Scuba Schools International (SSI)

Assistant professor of education Peter Kalenda

Summary

A study of pre-service teachers' perceptions of ChatGPT's ability to write lesson plans finds that perception of ChatGPT's abilities declines following a guided analysis process.

Abstract

This study explores preservice education student perceptions on ChatGPT's ability to write lesson plans through the use of a guided analysis process with 59 undergraduate and graduate students enrolled in STEM, TESOL, and Social studies methods courses for grades PreK-12. A pre- post-survey and a reflection on the strengths and weaknesses of ChatGPT were written by participants. Statistically significant findings were revealed regarding student perceptions of ChatGPT's ability to write a complete lesson plan in their content area and ChatGPT's ability to write a detailed lesson plan for a substitute teacher. In both cases, students’ perceptions of ChatGPT to complete these tasks decreased after they engaged in analysis of the content. Students shared that they plan to use ChatGPT for lesson planning as a practicing educator, but indicated that revision of output is necessary. A call for future work is explored.

Main research question

How do students’ preconceptions of ChatGPT’s ability to generate a lesson plan compare to their analysis of ChatGPT generated lesson plans?

What was already known

Emerging research from 2023 & 2024 on ChatGPT and other generative AI use in PreK-12 and higher education settings.

What the research add to the field or discussion?

This study shares perspectives from pre-service teachers regarding ChatGPT after engaging in analysis of ChatGPT-generated lesson plans. After engaging in a guided analysis process, these college students identify the weaknesses of ChatGPT to complete context lesson plan writing. The college students identify ChatGPT as a place to get ideas, outline a lesson plan, or as a helpful tool, however, a skilled teacher is still needed to do the bulk of the lesson plan development.

Novel methodology 

Pre-service teachers were issued a random number and engaged in a pre/post quantitative survey. They also wrote a letter to their future self outlining how they should use ChatGPT for lesson planning when they have their first classroom. Quantitative data was analyzed using Excel and jamovi version 2.3 to complete a paired 2-tailed t-test to measure the mean differences in responses for each pretest-post test pair (Creswell & Creswell, 2023). Qualitative data was analyzed using qualitative data analysis techniques (Saldaña, 2021).

Implications for society 

—How we teach lesson planning: Students took ownership of the analysis process and walked away with a strong understanding of what constitutes a good lesson plan.

—How we engage students in lesson plan analysis: Students were much more willing to be critical of a lesson plan written by a computer. Students have shown much more apprehension when analyzing lesson plans written by peers or established authors. - How we teach students that generative AI is a tool and not a replacement for writing skills: Professors share that generative AI should not be used as a replacement for writing, however, plagiarism in courses can still occur. These pre-service teachers came to their own conclusion that ChatGPT has many weaknesses and that they need a strong understanding and skills related to the content area and pedagogy to write a lesson plan. They determined that ChatGPT can be a helpful tool.

Implications for research 

A call for research with new versions of ChatGPT and other generative AI platforms. - A call for research where pre-service teachers use generative AI platforms themselves to create stronger lesson plans through prompt generation and revision.

Implications for policy

This paper can serve as a helpful tool to inspire college-wide or course-level policies for generative AI use. Specifically, to inspire the use of these tools in courses to prepare students on how to use these tools effectively in their future careers.

Kalenda, P. J., Rath, L., Abugasea Heidt, M., & Wright, A. (2024). Pre-service Teacher Perceptions of ChatGPT for Lesson Plan Generation. Journal of Educational Technology Systems, 53(3) Perceptions of ChatGPT for Lesson Plan Generation. Journal of Educational Technology Systems, 0(0).

(2024)

Assistant Professor James N. Oigara (ºÚÁÏÍø/Matt Burkhartt)

Summary

Using Virtual Reality (VR) in the classroom offers innovative and engaging learning experiences that help students grasp abstract concepts in ways that traditional lecture methods often cannot.

Abstract

Continuing advancement in educational technology provides an opportunity for institutions of higher education to enhance electronic learning experiences for students. Virtual Reality (VR) is a simulated experience of a three-dimensional environment. Virtual Reality (VR) technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to promote meaningful learning. By creating an immersive and interactive learning environment, VR offers a novel approach to education that can enhance engagement, improve understanding of abstract concepts, and provide teaching experiences that the traditional lecture method cannot. Using VR immerses the student in the topic at hand without distraction from real-world events. VR in the classroom can provide innovative and engaging learning experiences that encourage students to approach the subject matter from alternative perspectives. The study evaluated students' perceptions of using VR headsets as a supplementary learning tool for classroom instruction. The findings suggests that VR provide positive educational experiences. This chapter examines the potential use of VR systems for education, examining its benefits, applications, challenges and prospects.

Primary research questions

1. What is virtual reality, and how can students use it? 
2. What are the benefits of using virtual reality in the classroom? 
3. What are the students' perceptions of using VR as a supplementary educational tool? 
4. What are the challenges of applying VR in the classroom?

What was already known

The literature review highlights that the use of virtual reality (VR) in education enhances active learning, boosts motivation, and increases student engagement by offering immersive experiences in virtual environments. These experiences have been shown to help students develop problem-solving skills and improve knowledge retention when compared to traditional learning methods. However, despite these advantages, there are concerns related to the accessibility of VR technology, high costs, lack of sufficient technical support, limited availability of content, and the potential for motion sickness among users in the classroom.

What or how does your research add to the field/discussion?

This study evaluated college students’ perceptions of using virtual reality (VR) as a supplementary tool for classroom instruction. In addition to providing immersive learning experiences, VR offers several other educational benefits. It fosters creativity and sparks students’ imaginations, which can motivate them to explore new academic interests. Moreover, VR helps students who struggle with difficult academic concepts by making learning more engaging and enjoyable. Interactive models and visualizations transform abstract ideas into tangible experiences, making them easier to grasp. For instance, VR enables students to "visit" historical sites, explore artifacts, and engage with historical figures—experiences that traditional textbooks cannot replicate. Instead of passively sitting at a desk, students can physically interact with objects and people in a virtual environment, which encourages deeper involvement and enthusiasm for subjects like history. Beyond academics, VR also promotes cultural competence, an essential skill in today’s globalized world. By bringing distant or inaccessible environments into the classroom, VR allows students to embark on virtual field trips to places like Morocco or China, thereby broadening their understanding of diverse cultures.

Novel Methodology 

Both quantitative and qualitative research methods were employed in this study to provide a more comprehensive understanding of the issue at hand. By combining these approaches, the strengths of one method were used to address the limitations of the other. Tobergte (2013) describes this process as triangulation, where both qualitative and quantitative data are integrated within a mixed-methods approach to corroborate findings across different data sets. To understand participants’ perceptions of VR as a supplementary tool for classroom instruction, a survey was conducted. The survey collected both qualitative and quantitative data, with open-ended questions designed to gather rich, detailed responses. For the quantitative aspect, close-ended questions based on a 5-point Likert scale (1–5) assessed whether users felt VR enhanced their learning experience. The collected quantitative data were analyzed using SPSS statistical software. A key focus was on gathering feedback regarding the effectiveness of VR applications in supporting course content. Various VR activities were used to explore different social science concepts. For instance, students virtually visited the pyramids of Giza and the tombs of the kings to learn about ancient Egyptian civilization. This immersive experience allowed students to visualize historical artifacts, like the tomb of King Tutankhamun, transforming abstract concepts into tangible experiences. Following these VR sessions, students completed a post-learning survey.

Implications for Society 

As VR technology becomes more affordable and accessible in the society, its use in education is likely to grow. Educational institutions will increasingly integrate VR into classrooms and online learning platforms to enhance learning experiences.Despite the fact that VR is powerful, it's important not to rely on it too heavily. It should complement traditional educational methods, not replace them entirely, as some learning experiences still require face-to-face interaction and other conventional approaches.

Implications for Research 

The implications of virtual reality (VR) in education for research are multifaceted, encompassing pedagogical, cognitive, ethical, and economic factors. Integrating VR into educational settings opens up a promising avenue for interdisciplinary research, offering both exciting opportunities and significant challenges in reshaping how teaching is delivered in 21st-century classrooms.

Oigara, J. N. (2025). Exploring the Use of Virtual Reality Headsets as a Learning Tool for Classroom Instruction. In S. Gökoğlu & F. Erdoğdu (Eds.), Virtual Technology Innovations in Education (pp. 153-180). IGI Global Scientific Publishing.

(2025)

Dr. David Granger, a School of Education faculty member, has just published his edited book John Dewey: A Reader for Teachers and Education Students with SUNY Press. As shared by SUNY Press, "This John Dewey reader was designed specifically for teachers, teacher educators, and education students. Using carefully selected articles, lectures, book chapters, and other brief writings from Dewey's collected works, it covers major concepts and ideas from his extensive research and reflections on education and teaching. The twenty-five readings were carefully chosen for their accessibility and their continuing relevance to the work of classroom teachers and other school-based practitioners. To enhance its usefulness, the book contains a glossary of Deweyan terms, summaries for each reading, a selective annotated bibliography, and an index. Instead of merely encountering Dewey's views secondhand, this volume empowers readers to access and explore primary sources in a user-friendly way."

Congratulations to Dr. Granger on this exciting new publication. 

The book may be purchased directly from (30% discount code available - SNWS25).