Learning from the children : exploring preschool children's encounters with ICT at home

This paper is an account of our attempts to understand preschool children's experiences with information and communication technologies (ICT) at home. Using case study data, we focus on what we can learn from talking directly to the children that might otherwise have been overlooked and on describing and evaluating the methods we adopted to ensure that we maximised the children's contributions to the research. By paying attention to the children's perspectives we have learned that they are discriminating users of ICT who evaluate their own performances, know what gives them pleasure and who differentiate between operational competence and the substantive activities made possible by ICT

Just picking it up? Young children learning with technology at home

We describe a two-year empirical investigation of three- and four-year-old children's uses of technology at home, based on a survey of 346 families and 24 case studies. Using a sociocultural approach, we discuss the range of technologies children encounter in the home, the different forms their learning takes, the roles of adults and other children, and how family practices support this learning. Many parents believed that they do not teach children how to use technology. We discuss parents' beliefs that their children 'pick up' their competences with technology and identify trial and error, copying and demonstration as typical modes of learning. Parents tend to consider that their children are mainly self-taught and underestimate their own role in supporting learning and the extent to which learning with technology is culturally transmitted within the family

LATOR Covariance Analysis

We present results from a covariance study for the proposed Laser Astrometric Test of Relativity (LATOR) mission. This mission would send two laser-transmitter spacecraft behind the Sun and measure the relative gravitational light bending of their signals using a hundred-meter-baseline optical interferometer to be constructed on the International Space Station. We assume that each spacecraft is equipped with a $< 1.9 \times 10^{-13} \mathrm{m} \mathrm{s}^2 \mathrm{Hz}^{-1/2}$ drag-free system and assume approximately one year of data. We conclude that the observations allow a simultaneous determination of the orbit parameters of the spacecraft and of the Parametrized Post-Newtonian (PPN) parameter $\gamma$ with an uncertainty of $2.4 \times 10^{-9}$. We also find a $6 \times 10^{-9}$ determination of the solar quadrupole moment, $J_2$, as well as the first measurement of the second-order post-PPN parameter $\delta$ to an accuracy of about $10^{-3}$.Comment: 9 pages, 3 figures. first revision: minor changes to results. Second revision: additional discussion of orbit modelling and LATOR drag-free system requirement feasibility. Added references to tables I and V (which list PPN parameter uncertainties), removed word from sentence in Section III. 3rd revision: removed 2 incorrect text fragments (referring to impact parameter as distance of closest approach) and reference to upcoming publication of ref. 2, removed spurious gamma from eq. 1 - Last error is still in cqg published versio

The big picture? Video and the representation of interaction

Researchers who use video to record interactions usually need to translate the video data into another medium at some stage in order to facilitate its analysis and dissemination. This article considers some methodological issues that arise in this process by examining transcripts, diagrams and pictures as examples of different techniques for representing interaction. These examples are used to identify some general principles for the representation of data where video is the source material. The article presents an outline of guided interaction and this is used as a case for illustrating these principles in the context of young children, technology and adults in pre-school settings. Although the article focuses on a specific study and solution, the principles are applicable in all cases where video is used as a source of data for the representation of interaction, whether or not it is technologically mediated

Proteomic differences between Listeria monocytogenes isolates from food and clinical environments

Listeria monocytogenes is an organism associated with a wide range of foods. It causes listeriosis, a severe illness that mainly affects people with weakened immune systems. Proteomic profiles of three different L. monocytogenes isolates were studied using 1D SDS PAGE, 2DE and mass spectrometry. The protein banding patterns generated by 1D SDS PAGE of three strains of L. monocytogenes were found to be similar. Visual observations from 2DE gel maps revealed that certain spots appeared to have intensity differences. Key differences in proteins synthesis of three strains of L. monocytogenes were found using the PDQest TM 2DE Analysis software. Comparison showed that the clinical isolate (strain SB92/844) had 53.4% and 53.9% protein profile similarity with dairy isolate (strain V7) and seafood isolate (SB92/870), respectively. The identity of selected protein spots was achieved using MALDI-TOF and ion trap mass spectrometry. It was found that certain identified proteins (i.e., a major cold shock protein and superoxide dismutase) were expressed differently between two local strains of L. monocytogenes (SB92/844, SB92/870) and one strain from overseas (V7)

Children, play and computers in pre-school education

The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development