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Abstract. Future time perspective (FTP) refers to an individual’s global perception of the future. It has been found to be positively related to life satisfaction. FTP is traditionally assessed via self-report, but recently a few studies have used observable behaviors for assessing FTP. We focused on two real-life behaviors (frequency and qualities of talking about the personal future) and explored whether they could be used as behavior-based measures of FTP. We examined the association between these behaviors and self-reported FTP, and their relationships with life satisfaction. The sample included 55 young (aged 18–31) and 47 older adults (aged 62–83) who completed questionnaires on future time perspective and life satisfaction. Over 4 days, participants carried an electronically activated recorder, which randomly captured 30-second sound snippets from their daily lives – a total of 30,656 sound snippets were collected. Participants’ utterances were coded for temporal orientation. Linguistic inquiry word count was used to analyze the qualities of future-oriented utterances. Structural equation models showed that self-reported FTP was not associated with the two real-life behaviors. It was positively associated with life satisfaction for the whole sample. The frequency of future-oriented utterances and family-related words were positively related to young adults’ life satisfaction. Achievement-related words were positively related to older adults’ life satisfaction.

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.