The Use of E-Textiles in Ontario Education

The purpose of this iterative design-based research study was to determine best practices when using e-textiles for learning in four diverse contexts. We employed a qualitative, ethnographic case study approach, and used interviews, observations, journals, and audiovisual materials in our data collection to explore student engagement with e-textile materials over a two-year period. The data from each iteration were coded using a thematic coding system. Results indicated that collaboration, choice, and making with purpose were the most important factors for student engagement and learning. Importantly, we found that different demographics of students require different supports in the learning process with e-textiles, and that student-driven making is critical when using e-textiles for learning

Portrayals of Bullying in Young Adult Literature: Considerations for Schools

In this article, the authors examine how bullying is portrayed in three recent young adult novels, focusing specifically on whether the information about bullying is accurate, biased, or represents old myths in comparison to current research. The authors conduct a systematic analysis of the following four themes: (1) What is bullying? (2) Who are the bullies? (3) Who are the victims? (4) Who are the bystanders and what role do they play? They conclude by arguing for the inclusion of young adult fiction that deals with sensitive issues as a way to promote awareness, empathy, and social change to empower youth in school settings.

Online “Maker” Modules to Support Production Pedagogies in Education

Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students -- how the modules impacted their learning process, professional development and their willingness to adopt an inquiry and/or production (maker) pedagogy in their own teaching and learning environments

Designing aesthetic experiences for young mathematicians: a model for mathematics education reform

Although reform is typically associated with change on a grand, pervasive scale, our model is much less intrusive pedagogically. We are not seeking a revolution in mathematics education, but a strategic focus on mathematics worthy of attention, worthy of conversation, worthy of children's incredible minds, which thirst for knowledge and for opportunities to explore, question, flex their imagination, discover, discuss and share their learning. We believe that occasional, well-designed aesthetic mathematics experiences "that are immersive, infused with meaning, and felt as coherent and complete" (Parrish, 2009, p.511), and the associated experience of complex, surprising, emotionally engaging, and viscerally pleasing mathematics, can serve as "a process of enculturation" (Brown, Collins and Duguid, 1989, p. 33) with lasting impact on students' (and teachers') dispositions, living fruitfully in future experiences (Dewey, 1938), by raising expectation and anticipation of what mathematics can offer, and what the intellectual, emotional and visceral rewards might be when quenching a thirst for mathematics

DHI 10 Year Strategy 2024 – 2033 : Transforming great ideas into real solutions

As Scotland's innovation centre for digital heath and care, DHI is a catalyst for change and a conduit for NHS reform, health and social care transformation. DHI occupies a unique and visible position at the heart of the innovation ecosystem for digital health and care in Scotland. It sits at the nexus of commercial, academic, health and social care sectors, combining extensive skills and experience to accelerate research and the adoption of innovation (R&I). DHI's impressive track record of delivery provides a strong foundation for the ambitions set out in this 10-year strategy

The Evolution of Teaching with Graphic Novels

DOI: 10.1353/jeu.2014.001

Full STEAM Ahead: Building Preservice Teachers’ Capacity in Makerspace Pedagogies

This paper explores teacher candidates’ understandings of 1) makerspace/constructionist pedagogies; 2) the issue of bullying; and, 3) working with at-risk youth, as they evolved over the course of a six-month partnership. The partnership included researchers and teacher candidates at a Faculty of Education and the teacher librarian at a local elementary school who were participating in a larger Social Sciences and Humanities Research Council of Canada (SSHRC)- funded project that focuses on building, implementing and evaluating an effective model for a school improvement program that increases teachers’ capacity, experience and specific fluency and expertise with technologies supporting STEAM learning and digital literacies. In this paper, we discuss qualitative ethnographic case study research, which examines in depth the experiences of five teacher candidates as they worked with 20 students in a grade 6 class in a high needs school on makerspace activities related to bullying prevention in their school community. Qualitative research documentation includes digital video and audio recordings, on the-ground field notes and observational notes, pre and post interviews with participants and focus group sessions. Results from this study contribute new knowledge in the areas of preservice teacher development and digitally-enhanced learning environments for K-6 learners

Re-Imagining Pre-Service Teacher Education in Ontario, Canada: a Journey in the Making

In this paper/presentation, faculty members from the Faculty of Education at UOIT share their experiences and challenges of redesigning a teacher education program, against the backdrop of provincial funding cuts and a mandatory reduction of student enrolment in all Faculties of Education, as Ontario moves from a 10-month consecutive Education program to a required 2-year BEd program. In June, 2013, the Ministry of Education, Ontario announced that effective September, 2015, universities offering teacher certification would be required to double the length of their programs, moving from two semesters to four semesters, and the length of the practicum will change to a minimum of 80 days of practice teaching. In addition, the number of teacher education spaces funded by the province will be reduced by half. This announcement provided an opportunity for faculty to reimagine teacher education in this new context and thus began the journey that culminated with significant modifications to our existing program, including: 1) An Increased range of delivery methods for courses: Although our current program, which is face-to-face with the support of an online Learning Management System (LMS), emphasizes the importance of the integration of technology and pedagogy, the new program is specifically designed to introduce future teachers to learning in the online setting with some blended courses, and with electives and Semester 3 courses offered fully online; 2) A shift in focus for some courses which were previously offered, such as additions to present courses to include new literacies and new technologies and a movement toward individualized, personal education for all students; 3) An extension of some existing program elements, such as a longer practicum (from 60 to 80 days) and the extension of a core teaching methods course into the second year of the program; 4) Consolidation of present courses to integrated courses, such as an integration of Science, Technology and Mathematics into three STEM courses, one of which focuses on computational thinking and the integration of Language Arts and digital technologies to create a course focused on digital literacies; 5) The introduction of additional new required courses, such as Mental Health (which was previously an elective course), Pedagogy of the Land (which explores issues of Indigenous ways of knowing), and a self-directed inquiry course that supports an inquiry-based approach to learning; and, 6) A movement away from a laptop program in which all students use the same hardware to a Bring Your Own Device (BYOD) model that reflects the growing trend of school districts in Ontario also moving in this direction. The new program models key elements of education at the edge of innovation so that graduates will be leaders of technology in their schools and in their school boards, and in other workplace options, such as professional development, adult education, and training