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

Internet Information and Communication Behavior during a Political Moment: The Iraq War, March 2003

This article explores the Internet as a resource for political information and communication in March 2003, when American troops were first sent to Iraq, offering us a unique setting of political context, information use, and technology. Employing a national survey conducted by the Pew Internet & American Life project. We examine the political information behavior of the Internet respondents through an exploratory factor analysis; analyze the effects of personal demographic attributes and political attitudes, traditional and new media use, and technology on online behavior through multiple regression analysis; and assess the online political information and communication behavior of supporters and dissenters of the Iraq War. The factor analysis suggests four factors: activism, support, information seeking, and communication. The regression analysis indicates that gender, political attitudes and beliefs, motivation, traditional media consumption, perceptions of bias in the media, and computer experience and use predict online political information behavior, although the effects of these variables differ for the four factors. The information and communication behavior of supporters and dissenters of the Iraq War differed significantly. We conclude with a brief discussion of the value of "interdisciplinary poaching" for advancing the study of Internet information practices

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

Cultural Influences in Probabilistic Thinking

Concerns about students' difficulties in statistics and probability and a lack of research in this area outside of western countries led to a case study which explored form five (14 to 16 year olds) students' ideas in this area. The study focussed on probability, descriptive statistics and graphical representations. This paper presents and discusses the ways in which students made sense of probability constructs (equally likely and proportional reasoning) obtained from the individual interviews. The findings were interpreted in relation to cultural perspective. The findings revealed that many of the students used strategies based on cultural experiences (beliefs, everyday and school experiences) and intuitive strategies. While the results of the study confirm a number of findings of other researchers, the findings go beyond those discussed in the literature. The use of beliefs, everyday and school experiences was considerably more common than that discussed in literature. The paper concludes by suggesting some implications for teachers and researchers

Engineering - young people want to be informed

Young people in developed nations recognise the contribution that science and technology make to society and acknowledge their importance now and in the future, yet few view their study as leading to interesting careers. Some countries are taking action to raise interest in science, technologies, engineering and mathematics and increase the number of students studying these subjects. One of the barriers to young people pursuing engineering is their limited or distorted perception of it - they associate it only with building and fixing things. Young people rarely encounter engineers, unlike other professionals, engineering has little or no advocacy in the media and there are few opportunities to experience engineering. Many of the pupils surveyed at the start of Engineering the Future, a three year EPSRC-funded project, wrote “don’t know what engineering is” and/or “would like more information”. This paper reports on work with researchers, policy makers and practitioners in Scotland to develop a sustainable model of activities and interactions that develops pupils’ understanding of the nature of engineering, embeds experiences of engineering within the school classroom and curriculum and promotes engineering as a career. After learning about engineering through the activities the pupils’ perceptions had improved. Almost all considered it important that young people know about engineering, because it is an essential part of everyday life and, in the words of one pupil - “If we know more about it, our minds wouldn’t stay closed to it. We would maybe take it up.

Girls in the physics classroom: a review of the research on the participation of girls in physics

A review of research spanning the past 15 years into the participation of girls in physics at secondary school level. The review was commissioned by the Institute of Physics in order to inform policy setting agendas for the Institute and to reveal important messages about participation in physics which the Institute could use to develop plans for action

Aging and everyday technology

This paper presents a literature review and indicative findings that are part of ongoing research into aging and technology. The review finds that research on older technology users has contributed valuable information on the impact of age-related changes on technology use, as well as older adults’ acceptance and adoption of contemporary technologies. However, the majority of the research has been conducted from the perspective of age-related differences in use and performance, or it is medically-focused, examining the potential of technology to improve an individual’s quality of life (QoL), for example. Research on older people and technology does not adequately address the integration of technology into the everyday lives of older people. This paper identifies that there is substantial opportunity to examine older users’ everyday information and communication technology (ICT) use, and to inform technology design beyond measures of performance, usability and adoption

Full-body motion-based game interaction for older adults

Older adults in nursing homes often lead sedentary lifestyles, which reduces their life expectancy. Full-body motion-control games provide an opportunity for these adults to remain active and engaged; these games are not designed with age-related impairments in mind, which prevents the games from being leveraged to increase the activity levels of older adults. In this paper, we present two studies aimed at developing game design guidelines for full-body motion controls for older adults experiencing age-related changes and impairments. Our studies also demonstrate how full-body motion-control games can accommodate a variety of user abilities, have a positive effect on mood and, by extension, the emotional well-being of older adults. Based on our studies, we present seven guidelines for the design of full-body interaction in games. The guidelines are designed to foster safe physical activity among older adults, thereby increasing their quality of life. Copyright 2012 ACM

Akin House Curriculum Development and Living History Programming

This unit plan is comprised of a variety of inquiry-based lessons that explore the culture and way of life of the Native Americans who occupied New England. After studying the Akin house documents, materials, and narratives, I chose to focus my unit on the land and the people who came before the Akin family so that students will learn the long-view of our rich New England history