Application of an analytical framework to describe young students' learning in technology

This paper discusses a framework for describing and analysing how young students (5–6 years) learn in technology with a view towards enhancing teaching and learning practice in technology. Examples of student work which demonstrate the complexity of learning in technology, and what young children can achieve with appropriate teaching strategies are presented. Holistic aspects as well as associated variables are highlighted

The experience and perceptions of support of people with mild to moderate intellectual disability and how this relates to their identity: and Clinical Research Portfolio

Introduction: Research has highlighted that people with intellectual disabilities value their support but also report areas of dissatisfaction in how it is delivered. Previous research has also been conducted on the stigma associated with having an intellectual disability, but little research has emerged on the impact being supported has on their sense of identity. Method: Ten adults aged between 24 and 36 years with a mild or moderate intellectual disability, living within their own tenancy or supported accommodation and in receipt of paid support were recruited. Semi structured interviews were carried out and data were analysed using Interpretative Phenomenological Analysis. Results: Analysis identified two overarching themes: 1) support feels like a need and a comfort; 2) Acceptance of support is influenced by the sensitivity of its delivery. Personal histories were found to impact on individual’s ability to trust others and form meaningful connections. Conclusions: The way support is delivered to individuals can affect the sense of control they have over their lives and feelings of being respected and valued, ultimately impacting on their self-identity. Services should consider the aspects of support valued and what changes can be made to promote positive identities

The Science of Yeast: More than the Silent Partner in Technology Education

Biotechnology education as practised in the New Zealand technology education curriculum provides an opportunity for students to use their scientific understanding during the exploration of technological solutions. This paper describes and analyses a science-focused teaching programme taught to year 2 and 3 (6 and 7 year olds) children that develops an understanding of yeast physiology and scientific methodology. These science understandings are utilised in a subsequent biotechnology-focused programme where children developed a niche market bun product. The science and biotechnology-focused programmes are described and analysed to illustrate how science can be utilised in technology education so that the technology focus is maintained without losing the integrity of the science contribution.The programme was analysed to illustrate the transformation of science knowledge and technical skills into technological knowledge that drove the realisation of this biotechnological learning experience

Creative Electrics for Juniors: What a Buzz

Technology education in the New Zealand provides a vehicle for students to develop technological literacy. The goal of technological literacy involves students developing technological knowledge, technological capability and an understanding and awareness of the relationship between technology and society (Ministry of Education, 1995, p.8).This paper analyses the concept of technological literacy and its implementation in a junior primary classroom programme and identifies the classroom management style and teaching strategies that this teacher employed to realise this goal.Electrical circuitry provides the context where year 2 and 3 (6 and 7 year olds) were required to develop circuitry board games for an interactive museum display

Forestalling: Decreasing Super-Utilizers in the Emergency Department Using Case Management Strategies

In 2019, it was estimated there were 18 million avoidable emergency department (ED) visits, totaling $32 billion in unnecessary healthcare spending. Super-utilizers (SU), individuals that seek care in the ED 3 or more times per year, account for a disproportionately large segment of healthcare consumption and costs. These patients inefficiently access the healthcare system and often fail to get the follow-up care that could prevent them from repeat ED visits. This evidence-based project aimed to reduce unnecessary ED visits by at least 25% annually and have no use of the ED during the intervention period, by implementing social and medical care coordination case management strategies. The intent was to provide follow-up, support, and empower patients to manage their health and keep them out of the ED. This project was designed using the Blueprint for Complex Care and the IOWA model to promote quality care. The 5 A’s framework was utilized for post-discharge phone calls. The interventions included follow-up phone calls at designated intervals to ensure understanding of ED stay, confirm a post-discharge appointment with their primary care provider or specialist, evaluate comprehension of their plan of care and medications, and to assist them in identifying and accessing social or community resources. Of the ten patients enrolled for the project, two of the patients returned to the ED for care during the intervention. Both patients ended up having psychiatric issues that proved to be significant barriers for comprehension of their medical diagnoses, plan of care, and ability to manage their health. The data did elucidate reductions in ED use is possible among superutilizers, without significant psychiatric issues, using the case management interventions. Primary care providers should be aware of SU patients in their practice and arrange frequent follow-up to decrease their reliance on the ED for care