11,709 research outputs found
Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting
The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learnersā psychological state seems of paramount significance, since it could be either an aid or a barrier to studentsā academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in
higher education within an Algerian English as a Foreign Language (EFL) setting.
Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner
differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this
ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and
outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university
in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachersā
interviews, learnersā diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities.
The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the
unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between studentsā attitudes and teacherā actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation.
The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic
impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration
Strategies for Early Learners
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: ā¢ Developing curriculum through the planning cycle ā¢ Theories that inform what we know about how children learn and the best ways for teachers to support learning ā¢ The three components of developmentally appropriate practice ā¢ Importance and value of play and intentional teaching ā¢ Different models of curriculum ā¢ Process of lesson planning (documenting planned experiences for children) ā¢ Physical, temporal, and social environments that set the stage for childrenās learning ā¢ Appropriate guidance techniques to support childrenās behaviors as the self-regulation abilities mature. ā¢ Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety ā¢ Making childrenās learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
Forested buffers in agricultural landscapes : mitigation effects on streamāriparian meta-ecosystems
Streamāriparian meta-ecosystems are strongly connected through exchanges of
energy, material and organisms. Land use can disrupt ecological connectivity by
affecting community composition directly and/or indirectly by altering the instream
and riparian habitats that support biological structure and function. Although
forested riparian buffers are increasingly used as a management intervention, our
understanding of their effects on the functioning of streamāriparian metaecosystems
is limited. This study assessed patterns in the longitudinal and lateral
profiles of streams in modified landscapes across Europe and Sweden using a pairedreach
approach, with upstream unbuffered reaches lacking woody riparian
vegetation and with downstream reaches having well-developed forested buffers.
The presence of buffers was positively associated with stream ecological status as
well as important attributes, which included instream shading and the provision of
suitable habitats for instream and riparian communities, thus supporting more
aquatic insects (especially EPT taxa). Emergence of aquatic insects is particularly
important because they mediate reciprocal flows of subsidies into terrestrial systems.
Results of fatty acid analysis and prey DNA from spiders further supported the
importance of buffers in providing more aquatic-derived quality food (i.e. essential
fatty acids) for riparian spiders. Findings presented in this thesis show that buffers
contribute to the strengthening of cross-ecosystem connectivity and have the
potential to affect a wide range of consumers in modified landscapes
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Meaning-Making Practices of Emergent ArabicāEnglish Bilingual Kindergarten Children in Cairo
The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making.
Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (GarcĆa and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilingualsā wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making.
Valley Hill in Cairo, Egypt is a British school which encourages āEnglish-onlyā as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3ā4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play.
The findings of this study suggest that although there is an āEnglish-onlyā approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young childrenās meaning-making to enable learning
Towards A Graphene Chip System For Blood Clotting Disease Diagnostics
Point of care diagnostics (POCD) allows the rapid, accurate measurement of analytes near to a patient. This enables faster clinical decision making and can lead to earlier diagnosis and better patient monitoring and treatment. However, despite many prospective POCD devices being developed for a wide range of diseases this promised technology is yet to be translated to a clinical setting due to the lack of a cost-eļ¬ective biosensing platform.This thesis focuses on the development of a highly sensitive, low cost and scalable biosensor platform that combines graphene with semiconductor fabrication tech-niques to create graphene ļ¬eld-eļ¬ect transistors biosensor. The key challenges of designing and fabricating a graphene-based biosensor are addressed. This work fo-cuses on a speciļ¬c platform for blood clotting disease diagnostics, but the platform has the capability of being applied to any disease with a detectable biomarker.Multiple sensor designs were tested during this work that maximised sensor ef-ļ¬ciency and costs for diļ¬erent applications. The multiplex design enabled diļ¬erent graphene channels on the same chip to be functionalised with unique chemistry. The Inverted MOSFET design was created, which allows for back gated measurements to be performed whilst keeping the graphene channel open for functionalisation. The Shared Source and Matrix design maximises the total number of sensing channels per chip, resulting in the most cost-eļ¬ective fabrication approach for a graphene-based sensor (decreasing cost per channel from Ā£9.72 to Ā£4.11).The challenge of integrating graphene into a semiconductor fabrication process is also addressed through the development of a novel vacuum transfer method-ology that allows photoresist free transfer. The two main fabrication processes; graphene supplied on the wafer āPre-Transferā and graphene transferred after met-allisation āPost-Transferā were compared in terms of graphene channel resistance and graphene end quality (defect density and photoresist). The Post-Transfer pro-cess higher quality (less damage, residue and doping, conļ¬rmed by Raman spec-troscopy).Following sensor fabrication, the next stages of creating a sensor platform involve the passivation and packaging of the sensor chip. Diļ¬erent approaches using dielec-tric deposition approaches are compared for passivation. Molecular Vapour Deposi-tion (MVD) deposited Al2O3 was shown to produce graphene channels with lower damage than unprocessed graphene, and also improves graphene doping bringing the Dirac point of the graphene close to 0 V. The packaging integration of microļ¬uidics is investigated comparing traditional soft lithography approaches and the new 3D printed microļ¬uidic approach. Speciļ¬c microļ¬uidic packaging for blood separation towards a blood sampling point of care sensor is examined to identify the laminar approach for lower blood cell count, as a method of pre-processing the blood sample before sensing.To test the sensitivity of the Post-Transfer MVD passivated graphene sensor de-veloped in this work, real-time IV measurements were performed to identify throm-bin protein binding in real-time on the graphene surface. The sensor was function-alised using a thrombin speciļ¬c aptamer solution and real-time IV measurements were performed on the functionalised graphene sensor with a range of biologically relevant protein concentrations. The resulting sensitivity of the graphene sensor was in the 1-100 pg/ml concentration range, producing a resistance change of 0.2% per pg/ml. Speciļ¬city was conļ¬rmed using a non-thrombin speciļ¬c aptamer as the neg-ative control. These results indicate that the graphene sensor platform developed in this thesis has the potential as a highly sensitive POCD. The processes developed here can be used to develop graphene sensors for multiple biomarkers in the future
A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for Academic English learning
Current Japanese youth are constantly connected to the Internet and using digital devices, but predominantly for social media and entertainment. According to literature on the Japanese digital native, tertiary students do notāand cannotāuse technology with any reasonable fluency, but the likely reasons are rarely addressed. To fill the gap in the literature, this study, by employing a case study methodology, explores studentsā experience with technology for English learning through the introduction of digital tools. First-year Japanese university students in an Academic English Program (AEP) were introduced to a variety of easily available digital tools. The instruction was administered online, and each tool was accompanied by a task directly related to classwork. Both quantitative and qualitative data were collected in the form of a pre-course Computer Literacy Survey, a post-course open-ended Reflection Activity survey, and interviews. The qualitative data was reviewed drawing on the Technology Acceptance Model (TAM) and its educational variants as an analytical framework. Educational, social, and cultural factors were also examined to help identify underlying factors that would influence studentsā perceptions. The results suggest that the subjectsā lack of awareness of, and experience with, the use of technology for learning are the fundamental causes of their perceptions of initial difficulty. Based on these findings, this study proposes a possible technology integration model that enhances digital literacy for more effective language learning in the context of Japanese education
Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme
In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.ās (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, āHow do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?ā The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how studentsā mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile toolsā limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining usersā interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools
From wallet to mobile: exploring how mobile payments create customer value in the service experience
This study explores how mobile proximity payments (MPP) (e.g., Apple Pay) create customer value in the service experience compared to traditional payment methods (e.g. cash and card). The main objectives were firstly to understand how customer value manifests as an outcome in the MPP service experience, and secondly to understand how the customer activities in the process of using MPP create customer value. To achieve these objectives a conceptual framework is built upon the Grƶnroos-Voima Value Model (Grƶnroos and Voima, 2013), and uses the Theory of Consumption Value (Sheth et al., 1991) to determine the customer value constructs for MPP, which is complimented with Script theory (Abelson, 1981) to determine the value creating activities the consumer does in the process of paying with MPP.
The study uses a sequential exploratory mixed methods design, wherein the first qualitative stage uses two methods, self-observations (n=200) and semi-structured interviews (n=18). The subsequent second quantitative stage uses an online survey (n=441) and Structural Equation Modelling analysis to further examine the relationships and effect between the value creating activities and customer value constructs identified in stage one. The academic contributions include the development of a model of mobile payment services value creation in the service experience, introducing the concept of in-use barriers which occur after adoption and constrains the consumers existing use of MPP, and revealing the importance of the mobile in-hand momentary condition as an antecedent state. Additionally, the customer value perspective of this thesis demonstrates an alternative to the dominant Information Technology approaches to researching mobile payments and broadens the view of technology from purely an object a user interacts with to an object that is immersed in consumersā daily life
Socio-endocrinology revisited: New tools to tackle old questions
Animalsā social environments impact their health and survival, but the proximate links between sociality and fitness are still not fully understood. In this thesis, I develop and apply new approaches to address an outstanding question within this sociality-fitness link: does grooming (a widely studied, positive social interaction) directly affect glucocorticoid concentrations (GCs; a group of steroid hormones indicating physiological stress) in a wild primate? To date, negative, long-term correlations between grooming and GCs have been found, but the logistical difficulties of studying proximate mechanisms in the wild leave knowledge gaps regarding the short-term, causal mechanisms that underpin this relationship. New technologies, such as collar-mounted tri-axial accelerometers, can provide the continuous behavioural data required to match grooming to non-invasive GC measures (Chapter 1). Using Chacma baboons (Papio ursinus) living on the Cape Peninsula, South Africa as a model system, I identify giving and receiving grooming using tri-axial accelerometers and supervised machine learning methods, with high overall accuracy (~80%) (Chapter 2). I then test what socio-ecological variables predict variation in faecal and urinary GCs (fGCs and uGCs) (Chapter 3). Shorter and rainy days are associated with higher fGCs and uGCs, respectively, suggesting that environmental conditions may impose stressors in the form of temporal bottlenecks. Indeed, I find that short days and days with more rain-hours are associated with reduced giving grooming (Chapter 4), and that this reduction is characterised by fewer and shorter grooming bouts. Finally, I test whether grooming predicts GCs, and find that while there is a long-term negative correlation between grooming and GCs, grooming in the short-term, in particular giving grooming, is associated with higher fGCs and uGCs (Chapter 5). I end with a discussion on how the new tools I applied have enabled me to advance our understanding of sociality and stress in primate social systems (Chapter 6)
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