Editorial Overview [JETS Vol. 51 No. 3]

As we begin the 51 year of publishing research-based and peer review papers, we decided to review the themes of recently published papers. We were not surprised that many of the papers focused on blended and online learning systems to address the COVID-19 pandemic. However, we also discovered the lack of papers that dealt with the effectiveness and impact of new learning systems in real-world employment environments. In this issue of JETS, the first two papers focus on how well university programs for preparing future engineers and K–12 teachers serve their needs in work environments. The first paper provides a review of how the knowledge gained in undergraduate engineering laboratories was used by BS/ME graduates in industrial jobs. Specific examples are discussed to demonstrate how engineering concepts are used by nascent engineers in design projects. The second paper discusses a study that can be used to inform university faculty of teacher preparation programs need to improve their programs by better matching what is learned to what is needed in K–12 schools. The authors of this paper provide a report of a study that developed a framework for classifying educational technology systems used in K–12 schools. This study provides relevant information for designers of experiences for pre-service and in-service teachers. Using educational technology tools to promote active learning such as project-based programs is becoming an important instructional approach. In the next two papers, two specific examples are discussed to show the positive benefits of applying educational technology tools such as “Slack” [communication system] and other interactive systems. In both cases, students are more engaged in learning. In the third paper, the author reports on the effectiveness of an interactive communications software called “Slack”. Three insights about interactions between students and the instructor are provided. First, students are active using Slack throughout the semester. Second, students post messages in the private as well as the public channels. Third, many students follow conversations ensuring transparent and fair exchanges. The author also concludes with five recommendations for making more effective use of communications software such as Slack. Editorial