Intergenerational Communication – an interdisciplinary mapping review of research between 1996 and 2017

Concerns have been raised regarding the limited opportunities for intergenerational communication both outside and within the family. This “mapping review” draws together empirical literature in the topic published since 1996. Three hundred and twenty-four published studies met inclusion criteria, based on abstract review. The contents of each study were subjected to thematic analysis and nine broad themes emerged. These were (1) Dynamics of relationships, (2) Health & Well-being, (3) Learning & Literacy, (4) Attitudes, (5) Culture, (6) Digital, (7) Space, (8) Professional Development, and (9) Gender & Sexual Orientation. Studies commonly intersected disciplinary research areas. There was a marked rise across three key academic journals since 2007. An emergent finding was that a third of the studies relate to programs addressing intergenerational interventions, but many of these were primarily descriptive and failed to specify a primary outcome. Review implications and future research directions are discussed

Mathematics, computers and umbilical cords

Recent research within a technology-enriched first-year Australian Algebra & Calculus course has revealed that while some early undergraduate students are quite strongly empowered by the use of technology, others are clearly not, and that it is difficult to predict the nature and levels of their use of technology. This report summarises some aspects of the data gathered in 2001 and 2003, that indicate that students' prior technology experience, their professed attitudes towards the use of technology in the learning of mathematics, both their mathematics and computer confidence levels, and their levels of engagement in technology tasks over the semester, are poor predictors of the nature and level of their use of technology when doing mathematics. This trend proved robust, emerging in data captured under different conditions: for a focus group of 29 students performing workshop tasks voluntarily towards the end of the semester, and under the pressures and constraints of the mid-semester test for a different class of 109 students two years later. It was evident even for a number of students who engaged conscientiously in using technology every week of the semester. Further observations suggested that these students' prior learning habits and preferences may influence their behaviour. Sudden deep immersion in technology is stimulating for some, but may be counter-productive for others. Theories on learning and cognition suggest that prior learning experiences are pivotal when students construct meaning. We need to support students strongly as they engage in stimulating new learning experiences, and accommodate the different rates at which their learning habits and preferences evolve out of what may be deeply seated learning needs and beliefs. While aspects of these umbilical cord-like ties with the past may hinder their assimilation of new cultures of learning and practice, to cut those cords prematurely might be perilous for their mathematical studies

An innovative learning model for computation in first year mathematics

MATLAB is a sophisticated software tool for numerical analysis and visualisation. The University of Queensland has adopted Matlab as its official teaching package across large first year mathematics courses. In the past, the package has met severe resistance from students who have not appreciated their computational experience. Several main factors contribute: Firstly, the software is numerical rather than symbolic, providing a departure from the thinking patterns presented in lectures and tutorials. Secondly, many students cannot see a direct connection between the laboratory exercises and core course material from lectures. Thirdly, the students find hurdles to entry as commands often return annoying error messages and don't execute, and programs are difficult to write and debug. Overall, the details of the mathematics are lost in trying to negotiate the software. After considerable effort in tuning, it appears that a sequence of innovations has captured student support and added considerable value to both the computational and traditional learning process

Technology and hand calculation in the new e-math generation: how do they learn? How should we teach?

This paper reflects on the impact of technology for learning, especially at the undergraduate level, and considers the educational implications of some of the findings of a case study which explored the attitudes to the roles of technology and hand calculation in the learning and doing of mathematics. Data and views were gathered from a group of 34 undergraduate mathematics students in a progressive Australian university that promotes electronic delivery very strongly. The students had considerable experience of a range of different mathematics subjects, and had been well supported in the use of powerful scientific software. A major finding was that while almost all the students rated technology very highly as an aid for class demonstrations, for computation and graphing, and for the delivery of learning materials, the majority remained strongly positive about the value of hand exercises. Roughly three-quarters liked to do hand exercises before using the computer, about two-thirds felt more confident if they could perform tasks by hand too, and a similar number rejected the notion of technology replacing the need to know mathematics. It is not yet clear how much these attitudes are affected by different or escalating use of technology, but the findings confirm the ongoing value of hand exercises in the early stages of concept development, and present an important and reassuring signal for those educators who are concerned that use of technology will erode students’ commitment to understanding the principles behind processes that computers can perform

Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’ computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale