Digital Opportunities Within the Aboriginal Teacher Education Program: A Study of Preservice Teachers' Attitudes and Proficiency in Technology Integration

This article explores changes that occurred in preservice teachers' thinking about the use of educational technology in a post-secondary, Aboriginal, elementary teacher education program. The research explores relationships associated with changes in preservice teachers' attitudes and perceived proficiency with technology integration. Quantitative results indicate significant increases in several attitude constructs as well as overall computer proficiency over the course of the project. Supplemental qualitative analysis reveals participants' perception of technology integration as a contributing factor in this positive change. The findings from this study represent a research effort to better prepare teachers to meet the educational needs of Aboriginal students in a 21st century context. Cet article explore l’évolution dans les idées des stagiaires quant à l’emploi des technologies éducatives dans un programme postsecondaire de formation pour enseignants autochtones à l’élémentaire. La recherche porte sur des rapports associés aux changements dans les attitudes des stagiaires et leur perception de leur compétence relative à l’intégration technologique. Les résultats quantitatifs révèlent des augmentations significatives tant dans les attitudes que la compétence technologique globale au cours du projet. Une analyse qualitative supplémentaire indique que la perception des participants quant à l’intégration technologique constitue un facteur contributif dans ce changement positif. Les résultats de cette étude représentent un effort de recherche visant une meilleure préparation des enseignants de sorte à répondre aux besoins pédagogiques des étudiants autochtones au 21e siècle

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allocentric coding can mediate metric and nonmetric spatial judgement

Nest defence and survival of offspring in highly aggressive wild canadian female house mice.

Nest defense behavior was examined in wild female house mice (Mus domesticus) that were derived from a stock initially trapped in Alberta, Canada. The first objective was to determine whether behavior toward pups prior to mating was related to the intensity of postpartum aggression in a variety of social situations. Therefore, prior to the experiments we screened virgin females for their behavior toward a newborn pup [60% of the females exhibited infanticide and 40% were noninfanticidal: 7% were parental (retrieved and hovered over the pup) and 33% ignored the pup]. Infanticidal and noninfanticidal females were then mated with males and used in four experiments. In Experiment 1 the females were housed individually prior to delivery, while in Experiment 2 the females were allowed to remain with their mates; in both situations all females successfully reared litters of similar sizes. Male and female intruders (that had all exhibited infanticide when previously tested with a pup) were placed separately into a test cage containing a lactating female during the first four days after delivery. Regardless of the presence of the stud male, previously infanticidal females were more aggressive (exhibited more attacks per min) toward both male and female intruders than were previously noninfanticidal females; infanticidal females also exhibited more of both forms of attack (offensive and defensive) and also attacked with greater intensity than did noninfanticidal females. The number of attacks toward intruders of both sexes increased for both infanticidal and noninfanticidal females between Day 1–4 postpartum, but very high rates of attack were observed on all days by the lactating females, including the day of delivery. In Experiments 3 and 4 only the most aggressive (previously infanticidal) females were tested. In Experiment 3, two unrelated, unfamiliar females were mated separately and then were housed together just prior to delivery, which was planned to occur 3–4 days apart. In 5 of the 15 cages, all pups disappeared on the day of delivery of the second female to deliver her litter. In the remaining 10 cages, it appeared that none of the pups produced by the 20 females were killed. Thus, in this experiment, 66% of pups survived to Day 4 postpartum. In Experiment 4, two previously infanticidal female siblings, which had been housed together since birth, were placed together with a stud male. In all 9 cages only one female became pregnant and delivered pups, but only 3 litters survived to Day 4 (no litters were observed being attacked during intruder tests). In contrast to kin-selection theory and our expectation that a sibling would contribute to communal rearing and nest defense, housing siblings together thus resulted in the lowest overall reproductive success (17% of the females produced litters that survived to Day 4 postpartum) of any of the social conditions examined. We discuss the implications for social structure and population dynamics of the extremely high aggresiveness and infanticidal tendency, regardless of kinship, of females from this stock of wild mice

Synchronous problem-based e-learning (ePBL) in interprofessional health science education

Abstract Health Science teams are increasingly interprofessional and often require use of information communication technology. These shifts result in a need for health science students to learn online interprofessional teamwork skills early in their training. In response, one interprofessional communication skills course was remodelled from traditional Problem-based learning (PBL) to include learning in an online collaborative (team-based) environment (Elluminate). This study evaluates the types of interactions facilitated by an interprofessional e-problem-based learning (ePBL) activity. A qualitative analysis of recorded discussions in Elluminate yielded two major categories of results. First, the online learning environment was shown to facilitate small-group collaborative interactions by updating older tools, in terms of offering intuitive, accurate, and multiple communication tools, and enabling novel forms of interaction. Second, the online learning environment prompted discussion of technology-facilitated communication difficulties in a way that led to the remediation of these difficulties. These results suggest that, while there is a need for further research on the relationship between online synchronous (real-time) learning environments and collaborative learning, ePBL can enable positive and novel forms of student interaction and facilitate student learning

Technical Challenges and Solutions: Creating Virtual Environments for a Health Science Interprofessional Course

Virtual interactive environments such as Second Life are emerging as innovative tools that can support and enhance learning in various educational domains. However, for the educational practitioner new to these environments, developing educational settings and activities in a virtual environment can appear to be technically complex and beyond their area of expertise. This case study describes some of the technical challenges encountered and the solutions derived during the development of a virtual world for the delivery of a health science interprofessional communications course