Observation of a One-Dimensional Spin-Orbit Gap in a Quantum Wire

Understanding the flow of spins in magnetic layered structures has enabled an increase in data storage density in hard drives over the past decade of more than two orders of magnitude1. Following this remarkable success, the field of 'spintronics' or spin-based electronics is moving beyond effects based on local spin polarisation and is turning its attention to spin-orbit interaction (SOI) effects, which hold promise for the production, detection and manipulation of spin currents, allowing coherent transmission of information within a device. While SOI-induced spin transport effects have been observed in two- and three-dimensional samples, these have been subtle and elusive, often detected only indirectly in electrical transport or else with more sophisticated techniques. Here we present the first observation of a predicted 'spin-orbit gap' in a one-dimensional sample, where counter-propagating spins, constituting a spin current, are accompanied by a clear signal in the easily-measured linear conductance of the system.Comment: 10 pages, 5 figures, supplementary informatio

Collaborative Design of Technology-Enhanced Learning: What can We Learn from Teacher Talk?

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative investigation explored the nature and content of teacher conversations while designing technology-enhanced learning for early literacy. To do so, four sub-studies were undertaken, each focusing on different aspects of design talk within six teams of teachers. Findings indicate that non-supported design team engagement is unlikely to yield professional development; basic process support can enable in-depth conversations; subject matter support is used and affects design-decisions; visualization of classroom enactment triggers the use of teachers’ existing integrated technological pedagogical content knowledge; and individual teacher contributions vary in type. Implications for teacher design team members and facilitators are discussed