Bring your own devices classroom : issues of digital divides in teaching and learning contexts : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University, Albany campus, New Zealand

Since the late 1990s, digital divide has gathered much attention from the research community and government organizations. The education sector has been an important area of inquiry for many researchers, as they strive to inform government initiatives on strategies to address digital divide issues prevalent here. This study reports on how existing and new digital divides have evolved with increased penetration of digital learning technologies into teaching and learning practices and the wide usage of enabling technologies by students across formal and informal learning spaces (i.e. both in- and out-of-school), within the context of a BYOD (bring your own device) classroom initiative. A five-year longitudinal investigation of a BYOD classroom initiative by a New Zealand school helped to gain insights into different nature of digital divides in the learning process. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital devices and information, despite initial results indicating towards a potentially digitally divided classroom. Second, the study strongly indicated the presence of gaps in terms of information literacy and critical thinking ability, which was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as the most influential determinant of learning outcomes among students. In earlier phases of investigation of BYOD classrooms initiative, learner self-efficacy was found to be influenced by digital capability, in combination with information literacy, critical thinking ability, and positive motivation. However subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to shape their learning outcomes. The study findings will inform policy makers and education government agencies, in their ongoing quest for bringing about inclusive digital transformation and overall improvement in learning outcomes

Bridging digital divides in the learning process: challenges and implications of integrating ICTs

Abstract: This paper investigates an initiative by a New Zealand School to integrate one-to-one ICTs into the learning process, called \u27Bring your own device\u27 (BYOD). Prior to embarking on the BYOD initiative, similar past initiatives have been studied and some persistent issues have been identified. Before starting with the detailed investigation of BYOD, a preliminary analysis of the public response data from different sources has also been conducted. From the past initiatives and preliminary analysis of public responses, we have been able to form general research questions for the study. A socio-cultural ecological approach to mobile learning has been considered appropriate as a means of analysis for this study. Authors: Janak Adhikari, Doctoral Student; Dr. David Parsons, Associate Professor and Dr. Anuradha Mathrani, Lecturer, in the department of Information Technology, Massey University Auckland. This paper was presented at mLearn 2012 Mobile and Contextual Learning, Helsinki, Finland, October 16 -18, 2012 and published in the Proceedings of the 11th International Conference on Mobile and Contextual Learning .  &nbsp

Electronic Structure and Magnetic Properties of β\beta-Ti6_{6}Sn5_{5}

The electronic structure of $\beta$-Ti$_{6}$Sn$_{5}$ has been studied based on the density functional theory within the local-density approximation. The calculation indicates that $\beta$-Ti$_{6}$Sn$_{5}$ is very close to ferromagnetic instability and shows ferromagnetic ordering after rare earth element doping. Large enhancement of the static susceptibility over its non-interacting value is found due to a peak in the density of states at the Fermi level

The detection of wound infection by ion mobility chemical analysis

Surgical site infection represents a large burden of care in the National Health Service. Current methods for diagnosis include a subjective clinical assessment and wound swab culture that may take several days to return a result. Both techniques are potentially unreliable and result in delays in using targeted antibiotics. Volatile organic compounds (VOCs) are produced by micro-organisms such as those present in an infected wound. This study describes the use of a device to differentiate VOCs produced by an infected wound vs. colonised wound. Malodourous wound dressings were collected from patients, these were a mix of post-operative wounds and vascular leg ulcers. Wound microbiology swabs were taken and antibiotics commenced as clinically appropriate. A control group of soiled, but not malodorous wound dressings were collected from patients who had a split skin graft (SSG) donor site. The analyser used was a G.A.S. GC-IMS. The results from the samples had a sensitivity of 100% and a specificity of 88%, with a positive predictive value of 90%. An area under the curve (AUC) of 91% demonstrates an excellent ability to discriminate those with an infected wound from those without. VOC detection using GC-IMS has the potential to serve as a diagnostic tool for the differentiation of infected and non-infected wounds and facilitate the treatment of wound infections that is cost effective, non-invasive, acceptable to patients, portable, and reliable