Taking Note: A Design Solution for Physician Documentation to Balance the Benefits of Handwritten Notes and Electronic Health Records

Master of Design in Integrative DesignUniversity of Michiganhttps://deepblue.lib.umich.edu/bitstream/2027.42/136865/1/THo_2017_MDes-Thesis.pd

An ethnographic case study of young children’s experiences of technology use at home and school

This is an exploratory case study describing the context and content of young children’s technology activities. The study approach is based on ethnographic techniques so as to explore children’s learning experiences of technology use at home and school. It combines research perspectives from the fields of early years learning and the use of technology at home and in the classroom. The study draws on Dewey’s theory of growth and the continuity of experience as an analytical framework, also incorporating literature from early childhood learning theories and research about children’s technology use. The study shows that technology use is a constructive and integrated part of family interactions at home, while at school the teachers use technology mostly for curriculum continuity. The data was based on 62 hours of observations, of two children from one family in the home setting and their respective classrooms. It indicates that both of the teachers focused on the achievement of specific curriculum targets and mostly provided task-oriented activities and interaction. As a result their vision of children’s technology use and learning at school seemed to be fragmented. They missed the totality of children’s learning experiences with technology and the potential to build on their learning through understanding the continuity of their learning experiences. At home the parents appeared to have broader goals and values for their children’s learning. Children along with their parents used technology in relation to other experiences in order to cover broader needs of development and learning. This provided a continuity of experiences in the home setting where the intentions or goals of the experience were either set by the child or shared between the child and other family members

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

The Feasibility of Incorporating the Interactive Whiteboard in EFL Primary Classrooms

This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) primary classroom. The purpose is to explore the potential of the Interactive Whiteboard (IWB) as a learning pedagogical tool to support the development of primary school students‟ ability to reach a considerable level while learning in their classes. Additionally, this paper tries to answer the following questions: First, what is an interactive whiteboard? Second, how can interactive whiteboards promote student engagement? Third, what are the interactive whiteboard activities in the EFL classroom? The researcher's impression is that the interactive whiteboard can easily employ the three learning style in a way that positively reflect upon the individual learner. Results implicated that the IWB could be used to support the students‟ abilities development in other subject matters and provide a very interesting choice for importing the Internet into every EFL classroom. Further studies are presented accordingly

The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary

In today\u27s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there\u27s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachers’ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 students’ keyboard-based writing, attention must be placed on multiple components predicting students’ writing performance

LaunchPad: Using students-owned computers in the classroom

The purpose of this project was to address the need for integrated technology in schools by presenting LaunchPad as a means of implementing student-owned laptops in the classroom

Harnessing Technology: the learner and their context – interim report: benefits of ICT use outside formal education

How ICT supports learning outside of the education setting (year 1 interim report